My teaching and research interests focus on adolescent literacy and teacher learning. Specifically, I am interested in the pedagogical practices that support students in learning to write. I am particularly interested in the discursive practices in writing classrooms and how they mediate student learning, identity, and engagement in writing.
I also study how contexts and artifacts for learning to teach writing such as preservice methods courses, professional development, and curriculum mediate teacher learning. I recently conducted a longitudinal, comparative case study of two teacher education programs and their graduates. The study focused on how different settings for learning to teach writing mediated teacher learning during the preservice and first years of teaching.
PhD, Literacy Education, Stanford University
MA and Teaching Credential, Santa Clara University
BA, Comparative Literature, University of California at Santa Cruz
Juel, C., Hebard, H., Haubner, J.P., & Moran, M. (2010). Reading through a disciplinary lens. Educational Leadership, 67(6), 12-17.
McElhone, D., Hebard, H., Scott, R., & Juel, C. (2009). The role of vision in trajectories of literacy practice among new teachers. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 5, 147-158.