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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 literacy instruction across content areas in classrooms that include emergent bilingual learners and students with disabilities. She is especially interested in finding ways to engage teachers in meaningful professional learning experiences. Recently, Dr. Boardman was a principal investigator on a design based implementation research study that developed a project-based learning (PBL) course for secondary language arts classrooms. Current investigations include supporting students with disabilities within PBL classrooms. Dr. Boardman also works with teachers and district leaders across the country to support the implementation of student-led discussion groups that use reading strategies to improve engagement and learning outcomes. 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 / Spring 2021
    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 4535 - Assessment for Bilingual Learners
    Primary Instructor - Fall 2020
    Introduce students to the theory, methods, practice, and problems in the testing and assessment of bilingual students at the classroom and large-scale level. Topics include the specification of English Learners as a student population and the assessment of their language proficiency and academic achievement. The course additionally addresses reliability, validity, and fairness in the testing of linguistically diverse populations.
  • EDUC 5465 - Introduction to ESL/Bilingual and Special Education
    Primary Instructor - Spring 2019
    Provides students with the fundamental information of ESL, bilingual and special education, including theories, assumptions, philosophies, and paradigms of bilingual and special education. Discusses successful teaching techniques and instructional approaches, including individualization, least restrictive environment, transition, and career education.
  • EDUC 5485 - Differentiation in the Classroom
    Primary Instructor - Spring 2018 / Fall 2018 / Spring 2019 / Spring 2021
    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.
  • EDUC 5515 - Curriculum and Assessment for Special Learners
    Primary Instructor - Fall 2020
    Emphasizes assessment of special education students from pre-referral through staffing and placement, including response to intervention, research-based assessment practices, analytic teaching and assessment, curriculum-based assessment and measurement. Selection, administration, and interpretation of formal and informal assessment devices are studied, with particular emphasis on cultural relevance and equity in assessment for special learners with mild to severe needs.
  • EDUC 5535 - Diagnostic Testing in ESL and Bilingual Education
    Primary Instructor - Spring 2020
    Promotes critical uses of assessment instruments and information. Provides methods for educators to incorporate assessment as a meaningful activity in the classroom intended to support learning among bilingual students. Examines effectiveness, validity, and fairness in the testing of linguistically diverse populations. Provides first-hand experiences developing, selecting, reviewing, and adapting test materials as critical to making informed teaching decisions.

Background

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