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Boardman, Alison Gould Associate Professor

Positions

Research Areas research areas

Research

research overview

  • Passionate about putting research into practice, Dr. Boardman works closely with teachers and school leaders to study and innovate reading instruction across content areas in classrooms that include emergent bilinguals and student with disabilities. In a recent project, she led a unique collaboration between university researchers and school district partners that measured the effectiveness of Collaborative Strategic Reading and worked to build school level and district capacity that would sustain best practices for literacy instruction in language arts, social studies, and science classrooms. Dr. Boardman is also a principal investigator on a new project to develop project based learning curriculum and multi modal composition opportunities for diverse learners in 9th grade language arts classrooms. She has published numerous articles and books on reading comprehension. Dr. Boardman is a former elementary and middle school special education teacher.

keywords

  • students with reading difficulties, emergent bilingual learners, learning disabilities, professional development, coaching, project based learning, social and emotional learning, classroom discourse

Publications

selected publications

Teaching

courses taught

  • EDUC 3350 - Dis/Ability in Contemporary Classrooms
    Primary Instructor - Fall 2019
    Examines major issues in special education focusing on a) developing an inclusive stance to teaching all students; b) understanding laws, responsibilities and RTI/MTSS; c) planning for and delivering differentiated instruction in a universally designed classroom environment; e) the social construction and identification of dis/abilities; f) understanding potential variations across federal disabilities categories; g) teaching students with gifts and talents and; h) collaborating with families and professionals.
  • EDUC 4023 - Differentiating Instruction in Diverse Secondary Classrooms
    Primary Instructor - Spring 2018 / Fall 2018 / Spring 2019
    Focuses on teaching culturally and linguistically diverse students, special education students, and differentiation in the classroom. Emphasizes evidence-based teaching practices and programmatic interventions that support student learning. Includes practicum. Degree credit not granted for this course and EDUC 4351.
  • EDUC 5485 - Differentiation in the Classroom
    Primary Instructor - Spring 2018 / Fall 2018 / Spring 2019
    Focuses on teaching culturally and linguistically diverse students, special education students, and differentiation in the classroom. Emphasizes evidence-based teaching practices, programmatic interventions that support student learning and using research to inform practice. Includes practicum. Department enforced prerequisite: restricted to MA+ students.

Background

Other Profiles