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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

  • EDUA 5030 - Capstone: Leadership in Inclusive and Special Education
    Primary Instructor - Summer 2022 / Summer 2023
    This course is the fourth and final capstone course in the Rethinking Inclusive and Special Education certificate in the Master�s in Teacher Leadership program. The overarching goal of this course is to synthesize understandings from previous courses and to develop leadership skills in special education by applying learning in a self-selected and designed advocacy project.
  • EDUC 3350 - Dis/Ability in Contemporary Classrooms
    Primary Instructor - Fall 2019 / Fall 2023
    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 / Fall 2021 / Fall 2022
    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.
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