Christine A. Woodcock, Ph.D.
Curriculum Vita

  • Ph.D., Reading, University at Albany, State University of New York, 2003, GPA 3.97
  • MSEd., Elementary Education, Binghamton University, State University of New York, 1999, GPA 3.94
  • B.A., Psychology, Binghamton University, State University of New York, 1997, GPA 3.3
  • A.A., Liberal Arts & Humanities, Dutchess Community College, 1995, GPA 3.8, Honors Program
  • Elementary and Special Education (K-12), State of New York
  • Elementary and Special Education (K-6), State of Vermont
  • Adjunct Instructor, School of Arts, Education & Sciences, American International College (AIC), 2009-present
  • Associate Professor, School of Education, Southern New Hampshire University (SNHU), 2008-2009
  • Assistant Professor, Elementary Education Department, Towson University (TU), 2007-2008
  • Assistant Professor, Education Department, Massachusetts College of Liberal Arts (MCLA), 2003-2007
  • Research Assistant, National Research Center on English Learning and Achievement (CELA), University at Albany, 2000-2003
  • Adjunct Faculty, Education Department, The Sage Colleges, 2001-2002 Online Course: EDU 574: Reading & Writing in the Content Area Course: EDU/SED 593: Integrating Literacy Theory and Practice
  • Substitute Instructor, Reading Department, University at Albany, 2001-2002.
  • Teacher Researcher, Hackett Middle School, Albany, New York, 2001-2003. Assisted teachers and students and engaged in research with 7th and 8th grade English Language Arts classes 20 hours per week while pursuing doctorate.
  • Special Education Teacher, Pownal Elementary & Monument Elementary Schools, Southwest Vermont Supervisory Union, 1999 – 2000. Collaborated with 2nd, 3rd, and 4th grade teachers to enhance and supplement curriculum. Met with groups of students to reinforce and build academic concepts.
  • Special Education Teacher, Vestal Middle School, Vestal, New York, 1999. Modified standard curriculum for a small group of students in a sixth grade Resource Room.
  • Teacher, Benjamin Franklin Elementary School, Binghamton, New York, 1998. Assumed full teaching responsibilities as a 1st grade teacher in an inclusive classroom.
  • Children’s Librarian Consultant, McCullough Library, North Bennington, Vermont, 1999-2002. Maintained and enhanced entire children’s collection. Built and executed programs, such as Story Hour, Summer Reading, and diverse displays. Performed inventory analysis for the installation of a computerized catalog system.
  • Community Arts Educator, AmeriCorps, Vermont Arts Exchange, North Bennington, Vermont, 2000. Developed and administered writing, dance, and various art classes in order to provide arts education and outreach services for youth, elders, and populations with special needs.
  • Teacher, Jewish Community Center, Vestal, New York, 1998 – 1999. Designed and orchestrated a multicultural art, cooking, and dance curriculum.
  • French Teacher, Vestal, New York, 1996 – 1999. Created and implemented lesson plans incorporating French culture and language.
  • Art Specialist, Tabernacle United Methodist Church, Binghamton, New York, 1996 – 1998. Integrated art and literature into age appropriate curriculum for ages 3 to 14.
  • Director/Instructor, Hyde Park Dutch Reformed Church, Hyde Park, New York, 1990 – 1995. Managed and instructed program activities for children in art, literature and song.
  • Owner/Instructor, Hyde Park Dance Arts, Hyde Park, New York, 1989 – 1995. Fully owned and operated dance school. Instructed tap, jazz, ballet, and drama for students ages three to adult.
  • Child Day Care Provider, Vanderbilt Day Care Center, Hyde Park, New York, 1995. Contributed to basic childcare activities with dance instruction.
  • Woodcock, C. (2010). I allow myself to FEEL now: Adolescent girls’ negotiations of embodied knowing, the female body, and literacy. Journal of Literacy Research, 42, (4), 349-384.
  • Woodcock, C. (2010). The Listening Guide for Coaching: Exploring qualitative, relational, voice-centered methodology for coaches. Coaching: An International Journal of Theory, Research and Practice, 3, (2), 144-154.
  • Woodcock, C. (2009). Fight the dragons: Using online discussion to promote critical literacy in teacher education. Contemporary Issues in Technology and Teacher Education - English, 9(2).
  • Woodcock, C. (2008). Contemporary forms of memoir: How to use blogs and zines in the classroom. Language and Literacy Spectrum, 18, 43-51.
  • Woodcock, C. (2005). The silenced voice in literacy: Listening beyond words to a "struggling" adolescent girl. Journal of Authentic Learning, 2, (1), 47-60.
  • Woodcock, C., Lassonde, C., & Rutten, I. (2004). How does collaborative reflection play a role in a teacher researcher’s beliefs about herself and her teaching?: Discovering the power of relationships. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 18, (2), 55-73.
  • Woodcock, C. A., (2002). The power of conversation: My journey with literature circles. Language and Literacy Spectrum, 12, 60-66.
  • Woodcock, C. A., & Lassonde, C. A. (2001). [Review of the book: Literacy matters: Writing and reading the social self]. Language and Literacy Spectrum, 11, 97-98.
  • "Adolescent girls’ negotiations of embodied knowing, the female body, and literacy." New England Educational Research Organization, Portsmouth, New Hampshire. May 2009.
  • “Fight the dragons: Using online discussion to promote critical literacy in teacher education.” American Educational Research Association, New York, New York. April 2008.
  • "Writing Ourselves into the 21st Century." National Council of Teachers of English, New York, New York. November 2007. (with E. Yanoff & P. Jensen)
  • "Using the Listening Guide: A feminist, qualitative, relational, voice-centered methodology." American Educational Research Association, Chicago, Illinois. April 2007. (with C. DeGregorio & C. Cruz)
  • "Are we really listening?: Using the Listening Guide to hear the voice of a middle school girl 'struggling' with literacy." New England Educational Research Organization, Portsmouth, New Hampshire. April 2006.
  • "Negotiating and Co-constructing Research with 'Struggling' Middle School Readers & Writers." National Reading Conference, San Antonio, Texas. December 2004. (with J. Collins, C. Dozier, E. Yanoff, P. Costello, P. Johnston, M. Jury, M. Albert, V. Goatley, E. McCloskey, & R. Rogers)
  • "What is reflection anyway?: A teacher's model for collaborative reflection." New York State Reading Association, Saratoga Springs, New York. November 2004. (with C. Lassonde & I. Rutten)
  • "Technology’s Role in Fostering Lifelong Literacies." National Council of Teachers of English, San Francisco, California. November 2003.
  • "'But I want to read my girl stuff...': Portraits of late adolescent girls and how relational literacies play a role in their lives." New York State English Council, Albany, New York. October 2003.
  • “Official Curriculum, Hidden Literacies and Identity in Middle School Students.” National Reading Conference, Miami, Florida. December 2002 (with P. Johnston, J. Collins, C. Dozier, P. Costello, & E. Yanoff)
  • “What are the Effects of a Multi-Layered Collaborative Reflection Process?” National Reading Conference, Miami, Florida. December 2002 (with C. Lassonde & I. Rutten)
  • “What are the Effects of a Multi-Layered Collaborative Reflection Process?” New York State English Council, Albany, New York. October 2002 (with C. Lassonde)
  • “The Power of Conversation: My journey with literature circles.” The Children’s Literature Association, Wilkes-Barre, Pennsylvania. June 2002.
  • “A Writer’s Recursive Identity: Prior Knowledge, Identity Construction, & Metacognition.” National Council of Teachers of English , Baltimore, Maryland. November 2001. (with C. Lassonde & I. Rutten)
  • “A Writer’s Recursive Identity: Prior Knowledge, Identity Construction, & Metacognition.” New York State English Council , Albany, New York. October 2001. (with C. Lassonde & I. Rutten)
  • Invited Professional Development Workshop Presenter, Vestal Central School Distrcit, Vestal, New York, 2009.
  • Invited Author,, 2009.
  • Invited Speaker, Craneville Elementary School Parent Teacher Organization, Dalton, Massachusetts, 2004.
  • Consultant, Capital Region BOCES, Albany, New York, 2004.
  • Southern New Hampshire University Summer Grant, 2009. Awarded $3200 to research the role of Life Coaching in Education to enhance prospective teachers' confidence and writing skills.
  • Franz Merrick Scholar, Towson University, 2007. Awarded $3500 to establish research on the role of memoir in the education of pre-service teachers in Professional Development Schools.
  • Davis Educational Foundation Grant, MCLA, 2005. Awarded funding to integrate technology in teaching and learning. Specifically, created two hybrid-online Children's Literature courses.
  • Early Career Fellowship, Children's Literature New England, 2004.
  • Nominated for Phi Delta Kappa Outstanding Doctoral Dissertation Award, 2004.
  • Grace LeGendre Fellowship for Women, 1998.
  • Binghamton University Study Abroad Scholarship, 1998. Traveled to Senegal, West Africa to study their educational and social welfare systems.
  • Reviewer, Journal of Authentic Learning, 2005-present.
  • Reviewer, Allyn & Bacon Publishers, 2005-present.
  • Member, Writing Enhancement Team, SNHU, 2008-2009.
  • Member, Summer Book Committee, SNHU, 2008-2009.
  • Chair, Undergraduate Curriculum Committee, MCLA, 2006-2007.
  • Board of Directors Member, Women's Center, MCLA, 2004-2007.
  • Vice President, Pi Lamda Theta, MCLA, 2004-2007.
  • Volunteer, Read Across America, North Adams Public Schools, 2004-2007.
  • Faculty Advisor, MCLA Reading Coaches, 2004-2007.
  • Professional Development Leader & Author, Massachusetts Technology Collaborative, 2004. MCLA led professional development efforts for a pilot program implemented in Berkshire County to explore the benefits of introducing one-to-one wireless computer devices in middle schools.
  • Faculty Advisor, Students United for Public Education (SUPE), 2003-2005.
  • Invited Speaker, Craneville Elementary School Parent Teacher Organization, Dalton, Massachusetts, 2004.
  • Member, NRC, National Reading Conference
  • Member, CLNE, Children’s Literature New England
  • Member, AERA, The American Educational Research Association
  • Member, NYSRA, New York State Reading Association
  • Member, NERA, New England Reading Association
  • Committee Member, EQRE, Ethnographic & Qualitative Research in Education Conference, 2001
  • EDC 545 Teaching Language Arts and the Writing Process
  • EDC 444 Organization, Administration and Supervision of Reading/Writing Programs
  • EDU 270 Foundations of Teaching and Learning
  • EDU 245 Literature for Children and Young Adolescents (hybrid online)
  • EDU 361 Emerging and Early Literacy:Grades K-4
  • EDU 363 Reading Facilitation for All Learners
  • RDG 504 Content Area Literacy (hybrid online)
  • HON 301 Exploring Phenomena in Pop Culture
  • ELED 429 Principles and Practices of Assessment in Reading and Language Arts
  • ELED 312 Professional Development School Internship
  • EDUC 717 Children’s Literature and Other Materials to Teach Reading (hybrid online)
  • ELED 468 Professional Development School Internship II
  • ELED 469 Professional Development School Internship II Seminar
  • EDUC 338 Reading and Language Arts
  • EDUC 339 Reading and Language Arts Pre-Practicum
  • CCCA 207 Children's Literature (hybrid online)
  • RDNG 722 Critical Issues in Literature for Adolescents and Children (hybrid online)
  • RDNG 710 Literacy Assessment I: Understanding Literacy Difficulties
  • RDNG 711 Literacy Assessment I Pre-Practicum
  • RDNG 712 Literacy Assessment II: Exploring the Evolving Role of the Literacy Specialist
  • RDNG 713 Literacy Assessment II Pre-Practicum
  • Supervision of Reading Specialist Practicum