Faculty Profile
Education
Doctor of Philosophy
University of North Texas, 2009
Major: Curriculum and Instruction
Minor: Reading
Dissertation: Constructing Transformative Experiences through Problem Posing
Major Professor: Dr. Mary Harris
Master of Education
University of North Texas, 2003
Major: Secondary Education
Minor: Gifted and Talented
Bachelor of Arts
Augusta State University, 1997
Major: English
Minor: Education
Teaching Experience
2016 – Present, Ad Interim Assistant Professor, Department of Curriculum and Instruction / Texas A&M University-Commerce
2010 – 2016, Lecturer, Department of Teacher Education and Administration / University of North Texas
2005 – 2010, Literacy Coach / English & Reading Teacher / CAS Coordinator, Coppell High School / Coppell ISD - Coppell, TX
2000 – 2004, English & Reading Teacher, Irving High School / Irving ISD – Irving, TX
Courses
A.Taught at Texas A&M University – Commerce:
BLED 412 Second Language Literacy for English Language Learners
RDG 370 Reading and Literacy II
ELED 523 Internship in Elementary / Middle School
B.Taught at the University of North Texas:
EDRE 4840 Linguistically Diverse Learners
EDRE 4870 Cross-Curricular Literacy Materials and Resources
EDRE 4860 Reading and Language Arts in Grades EC – 8
EDRE 1200 Developmental Reading
EDRE 5520 Writing Workshop Approaches
EDSE 4070 Content Area Reading in Secondary Education
EDSE 5004 Literacy for All
EDSE 5470 Classroom Management and Instructional Strategies
EDSE 3800 Legal, Organizational, and Professional Issues in Teaching
EDCI 5710 Inquiry I – Research and Evaluation in Elementary and Secondary Education
Publications
A. Peer-Reviewed Articles and Book Chapters:
Patterson, L., Araujo, J., Wickstrom, C., and Revelle, C. (Summer 2015). “Setting conditions for generative literacy learning for adolescent English learners – Or not!” Scholar-Practitioner Quarterly, Troy, NY.
Stewart, M., Araujo, J., Revelle, C., and Knezek, L. (Fall 2015). “Tapping in to English learners’ lived experiences through relevant literature.” California Reader. The California Reading Association, San Clemente, California.
Revelle, C. (Accepted – Waiting for Publisher Review). “Essential questions on forgiveness: Approaching the Holocaust through personal inquiry.” [Unnamed book of essays by the Holocaust Educators Network]. Holocaust Memorial Library, New York, NY. REQUESTED SCHOLARSHIP
Revelle, C. (Fall 2014). “Engaging student inquiry with authentic topics.” R.E.A.D.: Reading, Exploration, and Discovery, Louisiana Reading Association, Ruston, Louisiana.
Revelle, C. (Spring 2014). “Always be selling: Overcoming barriers with reluctant secondary readers.” Oregon English Journal. Portland, Oregon. REQUESTED SCHOLARSHIP
Nathans, L. and Revelle, C. (May 2013). “An analysis of cultural diversity and recurring themes in preservice teachers’ online discussions of Epstein’s six types of parent involvement.” Teaching Education. Brisbane, Australia.
Revelle, C. and Gonzales, K. (Winter 2011). “What does this have to do with me? Reaching out toward humanity in the ELA classroom.” English in Texas, Austin, Texas.
Eichler, V., Revelle, C. and Roberts, J. (Summer 2011). “Text, talk, and tips: Truth with a Capital T.” English in Texas, Austin, Texas.
Revelle, C. (October 2009). “Research that works: Double entry documentation.” Classroom Notes Plus, National Council of Teachers of English, Urbana, Illinois.
Revelle, C. (Spring/Summer 2007). “Multigenre options: A tool for research with secondary students.” English in Texas, Austin, Texas.
B. Peer Reviewed Literary Publication
Revelle, C. (2015). “The poster board.” In J. Landsman, R. Salcedo, & P. Gorski (Eds.), Voices for social justice in education: A literary anthology. Fairfax, VA: EdChange.
Presentations (national/international)
Revelle, C. Boreen, J., McNabb, L. (November 2016). Scaling up advocacy efforts: Influencing policy makers using connections and resources across NCTE and state affiliates to increase our impact. National Council of Teachers of English, Atlanta, GA.
MacVay, R., Revelle, C., and Ravas, L. (November 2015). It starts with me: Using creative responses to engage learners in the arts of social justice. National Council of Teachers of English, Minneapolis, MN.
Lemberg, J. and Revelle, C. (November 2015). Why teach the Holocaust? An inquiry of purpose and hope. National Council of Teachers of English, Minneapolis, MN.
Bobbit, C., Boreen, J., and Revelle, C. (November 2015) Affiliate awards: Opportunities for affiliates to showcase their work to support ELA. National Council of Teachers of English, Minneapolis, MN.
Revelle, C. and Rasmussen, A. (November 2014). Strength in divergence: Stories of connection and communication for state affiliates. National Council of Teachers of English, Washington DC.
Standing Committee against Censorship and the Assembly on Literature for Adolescents. (November 2014). Featured Session – Diane Ravitch: Censorship, freedom, and democracy. National Council of Teachers of English, Washington DC.
Fletcher, S., Lemberg, J., Perl, S. Wagner, D, and Revelle, C. (November 2014). The role of inquiry in teaching about the Holocaust and genocide. National Writing Project, Washington DC.
Stewart, M., Araujo, J., Revelle, C., and Knezek, L. (February 2014). Using multilingual and multicultural literature that promotes academic and personal success for ELs. National Association for Bilingual Educators, San Diego, CA.
Patterson, L., Araujo, J., Wickstrom, C., Revelle, C., and Bence, J. (December 2013).Setting conditions for generative learning for adolescent English learners – Or not! Literacy Research Association, Dallas, TX.
Patterson, L., Wickstrom, C., Araujo, J., Stewart, M., and Revelle, C. (November 2013). Literacy leadership, generative learning, and the common core. National Council of Teachers of English, Boston, MA.
MacVay, R., Revelle, C., and Menning, L. (November 2013). The English classroom teaches global awareness. National Council of Teachers of English, Boston, MA.
Nathans, L. and Revelle, C. (April 2013). Preparing preservice teachers to build strong partnerships with diverse families: A qualitative analysis on awareness and sensitivity toward family diversity. American Educational Research Association, San Francisco, California.
Stewart, M., Araujo, J., Revelle, C., and Knezek, L. (March 2013). Hey, that happened to me!: Literature that mirrors students’ experiences. Teachers of English to Speakers of Other Languages International Convention and English Language Expo, Dallas, Texas.
Revelle, C., Lent, R., de la Pena, M., and Hyde C.R. (November 2012). Creating space for all students: Censorship ignites young adult authors. National Council of Teachers of English, Las Vegas, Nevada.
Kaplan, J., Kaywell, J., Lesesne, T., Miller,s. j., Scherff, L., and Revelle, C. (November 2012). The censors are coming: Teaching controversial topics in the age of standardization. National Council of Teachers of English. Las Vegas, Nevada.
Nathans, L. and Revelle, C. (April 2012). A qualitative analysis of integration of Epstein’s six types of parent involvement in preservice teachers’ responses to online discussion questions. 16th Roundtable of the International Network on School, Family and Community Partnerships at the American Educational Research Association, Vancouver, British Columbia.
Revelle, C. (February 2012). Strategic journaling: Practices for validating culture in student writing. National Association for Bilingual Educators, Dallas, Texas.
Revelle, C. and Slay, L. (February 2011). Author skyping: Engaging students with bilingual authors. National Association for Bilingual Educators, New Orleans, Louisiana.
Revelle, C., Gonzalez, K., Medlock, M., and Patersma, C. (November 2010). Teaching for transformation: Living socially literate lives. National Council of Teachers of English Conference, Orlando, Florida.
Harris, M. M, Jacobson, A., Brown, A. and Revelle, C. (March 2006). Teacher candidate online learning about parental engagement. American Educational Research Association, San Francisco, California.
Sponsored Projects (grants)
Co-Principal Investigator, Fulbright-Hays, Through the Lens of Jordan: Integrating Middle East Social Studies into North Texas Curriculum, ($79,065.00), the grant was provided by the Fulbright-Hays Group Projects Abroad Grants. Summer 2016.
Co-Grant Writer and Co-Facilitator, Teacher Quality Grant, grant provided by the Texas Higher Education Board (149,900) through the University of North Texas to work with a cadre of in-service teachers to improve writing instruction. Dr. Carol Wickstrom, Principal Investigator. May 2016 – April 2017.
Co-Principal Investigator, National Writing Project, New Pathways, grant to update the structure of the summer institute to be more inclusive (10,000). Summer 2017. We are looking for different ways to help teachers engage with 21st century tools to engage learners at all levels.
Co-Grant Writer and Co-Facilitator, Teacher Quality Grant, grant provided by the Texas Higher Education Board ($515,434.00) through the University of North Texas to work with a cadre of in-service teachers to improve writing instruction. Dr. Pamela Harrell, Principal Investigator. May 2015 – April 2016.
Primary Investigator, And then They Came for Me: What the Holocaust Can Teach Us about Our Responsibility for Each Other, ($7,700.00), grant provided by the Holocaust Memorial Library with the Holocaust Educators Network. Summer 2015.
Co-Grant Writer and Co-Facilitator, Teacher Quality Grant, grant provided by the Texas Higher Education Board ($499,999.00) through the University of North Texas to work with a cadre of in-service teachers to improve writing instruction. Dr. Pamela Harrell, Principal Investigator. May 2014 – April 2015.
Primary Investigator, And then They Came for Me: What the Holocaust Can Teach Us about Our Responsibility for Each Other, ($7,700.00), grant provided by the Holocaust Memorial Library with the Holocaust Educators Network. Summer 2014.
Grant Writer, Bracken Award, grant provided by the Texas Association for the Improvement of Reading to create and maintain a Spanish/English children’s library at the university for staff members ($500.00). Fall 2013.
Primary Investigator, What Matters: Connecting Meaningful Literature to the Content Areas. Grant provided by the Holocaust Memorial Library and the Holocaust Educators Network to purchase the curriculum materials for a redesigned content literacy course ($1,000.00). Fall 2011.
Primary Investigator, Skyping with Laurie Halse Anderson. Grant provided by the North Star of Texas Writing Project to Skype an author with high school students who read her books. ($300.00). Spring 2010.
Primary Investigator, No Phone Zone. Grant provided by the Coppell ISD Service Learning Grant to provide programing to prevent texting and driving with high school students ($277.27). Spring 2010.
Primary Investigator, The Young Reader. Grant provided by the Coppell ISD Service Learning Grant to match struggling high school readers with elementary students and have them choose, prepare, read, and then give the books to the elementary students. ($320.00). Spring 2010.
Primary Investigator, The Future of Food Lies in the Past. Grant provided by the Coppell ISD Service Learning Grant to provide the film and a local farmer to talk to high school students about the quality of food that they eat. ($154.95). Spring 2010.
Primary Investigator, On the Ball. Grant provided by the Coppell Educational Foundation to provide yoga balls to high school students to see if they would increase their attention and engagement in class. ($724.89). Fall 2008.
