Dr. Dutro’s research has investigated literacy education from children’s experiences in high-poverty classrooms and teachers' collaborative learning, to the standards-based policies that impact those experiences. These research studies are linked by a commitment to equity, particularly for those children who have been least well-served by public schools. The primary strand of her research is driven by questions about the intersections of literacy, identity, life experiences, and children’s and youth’s opportunities for positive, sustained, and productive relationships with schooling. She is particularly investigating issues of trauma in schools. She has conducted intensive qualitative investigations of classrooms in four state contexts. Her findings emphasize the consequences of children’s encounters with schoolfor their social and academic positioning and opportunities to achieve success in in US schools.
literacy studies, critical theory, feminist theory, children and poverty, race, class, gender, qualitative research, teacher learning