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Dr. Juan Araujo

Associate Professor

Assistant Department Head

Department of Curriculum & Instruction

Office Location: Ed South, 212

Phone: 903-886-5527

Email: juan.araujo@tamuc.edu


My philosophy of education is driven by the belief that one of the purposes of schooling is to facilitate students to develop over time problem posing/solving, decision-making, and other skills that prepare them for their careers and life. Students possess a curiosity and wonderment about the content they are learning. It is my aim to turn their curiosity into questions that directly address the objectives of the course. It is not enough to produce content expert teachers; they must also be able to distinguish between particular approaches, strategies, and curriculum, then decide for themselves what is most appropriate for their future students.


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Education

Doctor of Philosophy
University of North Texas, 2011
Major: Reading
Minor: Anthropology

Dissertation: Teacher decision-making: Cultural mediation in two high school English language arts classrooms.

Major Professor: Carol Wickstrom

Applicant, Master of Liberal Arts in Extension Studies (ALM) 
Harvard University
Field: English 

Master of Bilingual Education 
Southern Methodist University, 2006 
Concentration: Talented and Gifted 

Bachelor of Science 
New Jersey Institute of Technology, 1996 
Major: Electrical Engineering 
Minor: Literature

Administrative Experience

2015-present, Assistant Department Head, Department of Curriculum and Instruction/Texas A&M University-Commerce

Teaching Experience

2018-present, Associate Professor, Department of Curriculum and Instruction/Texas A&M University-Commerce

2014 - 2018, Assistant Professor, Department of Curriculum and Instruction/Texas A&M University-Commerce

2013 - 2014, Ad Interim Assistant Professor, Department of Curriculum and Instruction/Texas 
A&M University-Commerce 

2011 - 2013, Assistant Professor, Teacher Education and Administration/University of North 
Texas at Dallas 

2007 - 2011, Lecturer, Teacher Education and Administration/University of North Texas 

2003 – 2007, Bilingual Classroom Teacher, George Peabody Elementary/Dallas Independent 
School District 

2002 – 2003, Bilingual Classroom Teacher, Lakeland Elementary/ Lewisville Independent 
School District

Engineering Experience

Principal Engineer, Siemens AG

Field Engineer, Eastman Kodak

Sales Engineer, IBM

Courses Taught at TAMUC

Undergraduate

RDG 350 Reading and Literacy I

RDG 370 Reading and Literacy II

BLED 402 Bilingual Oral Language and Biliteracy Instruction (Spanish)

BLED 412 Second Language Literacy for ELL

Masters

RDG 516 Foundations of Reading

RDG 523 Literacy Instruction of English Learners

RDG 528 Integrating Writing

RDG 560 Literacy Assessment

RDG 597 Literacy in the 21st Century

RDG 597 Teach from the Heart: Adolescent Literacy Instruction 

ELED 524 English Language Arts (EC-8)

EDCI 516 Foundations of Reading

EDCI 517 Content Area Literacy

Doctoral

RDG 640 Seminar in Reading Research

RDG 667 Reading Processes: Theory and Implications

RDG 690 Principles and Practices of Literacy Leaders

Courses Taught at UNT

Undergraduate

EDEE 3320 Foundations of Education

EDEE 4102 Student Teaching

EDBE 3470 Foundations of Bilingual Education

EDBE 3480 Multiculturalism for English Learners

EDBE 4470 Assessment of Bilingual/ESL Students

EDBE 4480 Bilingual Content and Approaches (Spanish)

EDBE 4490 ESL Curriculum and Planning

EDRE 4840 Linguistically Diverse Learners

EDRE 4850 Language and Literacy Assessment

EDRE 4860 ELA Methods (EC-8)

EDRE 4870 Cross Curricular Literacy

Dissertation Committees:

Mary Shelton, Chair

Reflection of All: A Content Analysis of 7th Grade Literature Anthologies 

Angela Venters, Chair

Rene Sawatsky, Chair 

Mechelle Ivey, Committee Member

Renee Mitchell, Committee Member

Publications

A. Refereed

Araujo, J. (2019). The oral history of Mary Beth Sampson-Perry (pp. 1-9). In W. Linek, & B. McClanahan (Eds.). The ten year retrospective. Louisville, KY: Association of Literacy Educators and Researchers. 

Dixon, K., Foote, M. M., Araujo, J., Clark, R., Revelle, C., & Morton, T. (2018). The power of family involvement: Preparing preservice teachers to understand more about the out of school literacy lives and cultures of children. In J. Araujo, Babino, A., N. Cossa & R. Johnson (Eds.). Engaging all readers through explorations of literacy, language, and culture. The 40th Association of Literacy Educators and Researchers Yearbook, (pp. 433-451). Louisville, KY: Association of Literacy Educators and Researchers.

Araujo, J., Blaylock, J., Garden, P., Hogg, S., Larue, L., Murillo, D., Still, B., & Venters, A. (with Patterson, L.). (2018, Fall). Using action research in a graduate literacy class to connect theory to practice. Journal of Teacher Action Research, 4(3), 1-19.

Araujo, J., Morton, T., Foote, M., & Dixon, K. (2017). Helping preservice teachers get the power of parental involvement: Establishing connections from day one. In R. Johnson, J. Araujo, & N. Cossa (Eds.). Literacy: The critical role of teacher knowledge. The 39th Association of Literacy Educators and Researchers Yearbook, (pp. 433-451). Louisville, KY: Association of Literacy Educators and Researchers.

Araujo, J., & Wickstrom, C. (2017). Writing instruction that makes a difference to English learners. Acta Universitatis Lodziensis. Folia Librorum, 77-96. 

Araujo, J., & Thompson, J. (2016). A place for children of poverty. Early Years Journal (Special Issue), 37(2), 78-79. 

Araujo, J., Szabo, S., Raine, L., & Wickstrom, C. (2015). Bridging the stories of experience: Preservice teachers revise their thinking about writing and the teaching of writing in an undergraduate literacy course. In S. Vasinda, S. Szabo, R. Johnson, & J. Araujo (Eds.), 37th Association of Literacy Educators and Researchers Yearbook, (pp. 225-239), Louisville, KY: Association of Literacy Educators and Researchers.

Stewart, M. A., Araujo, J., Knezek, L., & Revelle, C. (2015). Tapping in to
English learner’s experience through relevant literature. California Reader, 48(4), 13-19.

Patterson, L., Araujo, J., Wickstrom, C., & Revelle, C. (2014). Setting
the conditions for generative literacy learning for adolescent English learners-Or not!
Scholar-Practitioner Quarterly, 8(3), 294-314.

Morton, T., & Araujo, J. (2014). Insights from a literacy tutor: A case study of critical
reading and writing instruction with a struggling reader. English in Texas, 44(2), 49-56.

Araujo, J. (2013). Expanding the learning zone: Decisions that transform 
the practices of two English language arts teachers. 35th Association of Literacy 
Educators and Researchers Yearbook, (pp. 87-107), Louisville, KY: Association of 
Literacy Educators and Researchers.

Rodriguez, C., Araujo, J., Narayan, R., Shappeck, M., & Moss, G. (2012). 
Nurturing long-term language learners. English in Texas, 42(1), 62-67.

Wickstrom, C., Araujo, J., Patterson, L., (with Hoki, C., & Roberts, J.). (2011). 
Teachers prepare students for careers and college: “I see you”, therefore I can teach 
you. In P. Dunston, K. H. Gambrell, P. Stecker, S. Fullerton, V. Gillis, & C. C. Bates 
(Eds.), 60th Literacy Research Association Yearbook, (pp. 113-126), Oak Creek, WI: 
Literacy Research Association.

Patterson, L., Baldwin, S., Araujo, J., Shearer, R., & Stewart, M. (2010). 
Look, think, act: Using critical action research to sustain reform in complex 
teaching/learning ecologies. Journal of Inquiry and Action in Education, 3(3), 139-
157.

Patterson, L., Wickstrom, C., Roberts, J., Araujo, J., & Hoki, C. (2010). 
Deciding when to step in and when to back off: Culturally mediated writing instruction 
for adolescent English language learners. The Tapestry Journal, 2(2), 1-28.

B. Editorship

2017-2019 Association of Literacy Educators and Researchers Yearbook

Robin Johnson, Juan Araujo, & Nedra Cossa

C. Books

Babino, A., Cossa, N., Johnson, R., & Araujo, J. (2019). Justice for all. The 41st Association of Literacy Educators and Researchers Yearbook. Louisville, KY: Association of Literacy Educators and Researchers

Araujo, J., Babino, A., Cossa, N., & Johnson, R. (2018). Engaging all readers through explorations of literacy, language, and culture. The 40th Association of Literacy Educators and Researchers Yearbook. Louisville, KY: Association of Literacy Educators and Researchers.

Johnson, R., Araujo, J., & Cossa, N. (Eds.). (2017). Literacy: The critical role of teacher knowledge. The 39th Association of Literacy Educators and Researchers Yearbook. Louisville, KY: Association of Literacy Educators and Researchers.

Vasinda, S., Szabo, S., Johnson, R., & Araujo, J. (Eds.). (2015). Bridging cultures through literacy. The 37th Association of Literacy Educators and Researchers Yearbook. Louisville, KY: Association of Literacy Educators and Researchers.  

D. Technical Grant Reports

Patterson, L., Wickstrom, C., & Araujo, J. (August, 2011). Culturally mediated writing 
instruction (Final Report), 1-57. Berkeley: National Writing Project. Downloaded on 
August 1, 2011 from http://www.nwp.org/cs/public/print/resource/3621

F. Invited Book Chapters 

Narayan, R., Rodriguez, C., Araujo, J., Shaqlaih, A., & Moss, G. (2013). Constructivism—Constructivist Learning Theory (pp. 169-184). In B. J. Irby, G. Brown, & R. Lara-Alecio. (Eds.) and P. Jenlink (Sect. Ed.), the Handbook of Educational Theories. Charlotte, NC: Information Age Publishing, Inc.

G. Book Reviews

Araujo, J., Kovalyova, N., Shappeck, M., & Rodriguez, C. (June 2014). Review of 
the book Teaching vocabulary to English learners, By Graves, M. F., August, D., & 
Mancilla-Martinez, J., Journal of Latinos and Education, 13(3), 235-237, Routledge.

Araujo, J., & Moss, G. (2012). Review of the book Educating citizens for global 
awareness, by Noddings, N. (Eds.). Teacher Education and Practice, 599-603, 
Baltimore, MD: Rowan and Littlefield Publishing Group.

H. Abstracts (Refereed)

Araujo, J., & Wickstrom, C. (2014). Teacher actions in two adolescent English 
language arts classrooms. Writing Research Across Borders III. Paris, France.

I. Invited Review of Materials

Williams, E. J. (2014). Critical issues in literacy pedagogy: Notes from the trenches 
(revised edition). San Diego, CA: Cognella Publications.

Fenney, K. F. (2010). The new elementary teacher’s handbook: Flourishing in your 
first year. Thousand Oaks, CA: Corwin Press.

J. Invited Columns

Araujo, J. (2016). Supporting the dads of emergent readers and writers. Early Years Journal, 37(1), 30.

I. Invited Electronic Posts

Araujo, J. (2013). Actions, reactions, interactions, and transactions. Literacy in 
learning exchange.

Araujo, J. (2012). Becoming a writer. Literacy in learning exchange.

Presentations (national/international)

Stewart, M., Araujo, J., Revelle, C., & Wickstrom, C. (2017, January). Translanguaging as a form of culturally mediated writing instruction. XV Simposio Internacional de Comunicacion Social. Santiago de Cuba, Cuba. 

Araujo, J. (2016, October). Writing instruction that makes a difference for English learners. Reading Culture of the Young Generation International Conference. Lodz, Poland.

Araujo, J., & Morton, T. (2016, November). Getting to know your parents: Establishing a meaningful relationship from day one. Meeting of the Association of Literacy Educators and Researchers. Myrtle Beach, SC.

Araujo, J., & Morton, T. (2016, November). Faces of advocacy: Preservice teachers see the whole picture. The 105th Meeting of the National Conference of Teachers of English. Atlanta, GA.

Araujo, J. (2015, July). “It took me some time to realize that learning English is something I will be doing for the rest of my life.” The written stories of emergent English language learners in a ninth grade ELA classroom. Literacy in the New Landscape of Communication: Research, Education and the Everyday. Klagenfurt, Austria.

Araujo, J., & Wickstrom, C. (2015, May). Culturally Mediated Writing Instruction in a diverse context. The 3rd English Language Learner Forum. Bronx, New York.

Araujo, J., & Wickstrom, C. (2015, April). In their own words: Engaging English learners in meaningful language acquisition through personal narrative. International Linguistics Association. New York, NY.

Araujo, J., & Thompson, J. (2014, November). Siguiendo el viaje de Enrique: preparándonos para la próxima inundación de niños inmigrantes en nuestra puerta y más adelante en nuestras aulas. National Association for the Education of Young Children. Dallas, Texas.

Araujo, J., Szabo, S., & Raine, L. (2014, November). Preparing writers and teachers of writing: Bridging the stories of pre-service teachers in an undergraduate literacy course. Association of Literacy Educators and Researchers. Delray Beach, FL.

Morton, T., & Araujo, J. (2014, November). A call for help: Bridging the literacy needs of Lauren. Association of Literacy Educators and Researchers. Delray Beach, FL.

Araujo, J., & Wickstrom, C. (2014, February). Teacher actions in two adolescent English language arts classrooms. Writing Research across the Borders III. Université Paris-Ouest Nanterre La Défense. Paris, France.

Stewart, M. A., Araujo, J., Revelle, C., & Knezek, L. (2014, February). Cultural mirrors: Using multilingual and multicultural literature that promotes academic and personal success for ELs. National Association of Bilingual Education. San Diego, CA.

Araujo, J., Patterson, L., Revelle, C., Wickstrom, C., Bence, J. Q. (2013, December). Complex adaptive teaching: Setting conditions for transformative literacy for adolescent English learners. Literacy Research Association. Dallas, TX.

Araujo, J., Wickstrom, C., Patterson, P., Stewart, M., & Revelle, C. (2013, November). Reinventing the teaching of English: Literacy leadership, generative learning, and the common core. 103rd Annual Meeting of the National Council of Teachers of English. Boston, MA.

Araujo, J., Blau, S., Bynum, R., Check, J., Guess, M., Sahakian, P. (2013, November). Directing a project site then, now, and beyond: 40th Anniversary Strand. 40th Annual Meeting of the National Writing Project. Boston, MA.  

Stewart, M. A., Araujo, J., Revelle, C., & Knezek, L. (2013, April). “Hey, that happened to me!” Teachers of Speakers of Other Languages (TESOL) Conference. Dallas, TX.

Araujo, J. (2012, November). Expanding the learning zone: Transforming the literacy practices of English Language Learners in two ELA high school classrooms. Association of Literacy Educators and Researchers. Detroit, MI.

Wickstrom, C., Araujo, J., & Patterson. L. (2011, February).  Culturally Mediated Writing Instruction for Adolescent English Language Learners. Writing Research across the Borders II. George Mason University, VA.

Araujo, J., Wickstrom, C., & Patterson, L. (2010, November). Paper Presentation: I see you therefore I can teach you. National Reading Conference. Fort Worth, TX.

Assaf, L., Wickstrom, C., Patterson, L., Araujo, J., Hoki, C., & Fuentes, A. (2010, November). Mediating academic language instruction for English Learners. National Council of Teachers of English. Orlando, FL.

Baldwin, S., Patterson, L., & Araujo, J. (2010, April). Connecting complexity thinking to the sustainability of action research in educational settings. American Educational Research Association. Denver, CO. 

Araujo, J. (2009, February). How does teacher-decision making impact adolescent student academic writing? American Association of Colleges for Teacher Education, Chicago, IL.

Araujo, J., Hoki, C., Patterson, L., Wickstrom, C. (2009, November). Reading between the lines: How teachers use culturally mediated writing instruction with adolescent students, National Council of Teachers of English, Philadelphia, PA. 

Araujo, J., Connington, L., Hoki, C., Hunt-Barron, S., Kaminski, R., LeMahieu, P., Marlik, J., Swain, S., Wahleithner, J., & Wickstrom, C (2009, November). Learning about our work through local site research. National Writing Project. Philadelphia, PA.

Patterson, L., Baldwin, S., Araujo, J., Berry, M., Stewart, M., & Shearer. R. (2009, December). Paper: Action research: Talking back to mandates, scripts and best practices. National Reading Conference, Albuquerque, NM.

Wickstrom, C., Patterson, L., Araujo, J., & Hoki, C. (2009, October). Building adolescent ELL writers through culturally mediated instruction. 53rd Meeting of the Association of Educators and Researchers. Charlotte, NC.

Wickstrom, C., Patterson, L., Araujo, J., & Roberts, J. (2009, February). Diversity among adolescent English learners: How teachers use culturally mediated writing instruction to build dynamic support networks for individual students. 30th Ethnography in Education Research Forum, Center for Urban Ethnography, Philadelphia, PA.

Harris, M., Araujo, J., & Burton, B. (2008). Teacher education scorecard:  A tool for assessing response to changing learner needs. The Holmes Partnership, Mobilizing educational partnerships for equity and success. Orlando, FL.

Wickstrom, C., Araujo, J., & O’Brien, K. (2008, November). Developing third spaces in culturally mediated writing instruction. National Writing Project, San Antonio, TX.  

Patterson, L., Wickstrom, C., & Araujo, J. (2008). Going public with complexity:  How teachers enact principles and practices of culturally mediated writing instruction with adolescent English language learners. 29th Ethnography in Education Research Forum, Center for Urban Ethnography.  Philadelphia, PA.

Patterson, L., Wickstrom, C, Araujo, J., & Roberts, J. (2008, February). Culturally mediated writing instruction. Because shift happens: Teaching in the 21st century National Conference.  National Council of Teachers of English, San Antonio, TX.

Patterson, L., Wickstrom, C., Araujo, J., Curtis, J., Pearce, T., Roberts, J., Isgitt, J. & Wilson, A.  (2008, December). Seeking order in complexity:  Making sense of how secondary teachers mediate writing instruction for English language learners. National Reading Conference, Orlando, FL.

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