Dr. Martha Foote
Curriculum & Instruction
Texas A&M University-Commerce
P.O. Box 3011, Commerce, TX 75429
Doctor of Education, University of North Texas
Major: Early Childhood Education
Dissertation: The Development of Curiosity in Three-, Four-, and
Five-year-old Children; Major Professor: Dr. Velma E. Schmidt
Master of Education, East Texas State University
Major: Early Childhood Education
Bachelor of Science, East Texas State University
Major: Elementary Education; Minor: English
Current responsibilities as faculty are to teach masters and doctoral level courses, serve as program coordinator for the Cohort of Rockwall Educators’ (CORE) Masters Cohort; and advise and mentor doctoral students. Previously, I have taught undergraduate and graduate courses in ECE, ELED, and Reading and served as the Center Coordinator for the Plano Center for Professional Development and Teaching.
Doctoral Level Courses Taught
Master’s Level Courses Taught
Undergraduate Courses Taught
Szabo, S., Sampson, M. B. & Foote, M., & Falk-Ross, F., Mentoring Literacy Professionals: Continuing the Spirit of CRA/ALER after 50 Years (2010), Volume 31.
Falk-Ross, F, Szabo, S., Sampson, M. B. & Foote, M. Co-editors (2009). Literacy Issues During Changing Times: A Call to Action, College Reading Association.
Foote, M, Falk-Ross, F, Szabo, S, & Sampson, M. B.; (co-editors). (2008). Charting the Literacy Waters: Research, Praxis, & Advocacy, College Reading Association.
Sampson, M. B., Linder, P. E., Falk-Ross, F., Foote, M., & Szabo, S., (2007) Multiple Literacies. (Co-editors) . College Reading Association.
Araujo, J. J. , Morton, T. B., Foote, M. M., & Dixon, K. V. (Submitted). Helping preservice teachers get the power of parental involvement: Establishing connections from day one.
In R. Johnson, L. Sharp, J. Araujo, & N. Cossa (Eds.). (Forthcoming).Literacy: The critical role of teacher knowledge. The 39th Association of Literacy Educators and Researchers Yearbook, (pp. 1-28). Louisville, KY: Association of Literacy Educators and Researchers.
Madrigal-Hopes, D.L, Foote, M., Green, L.C., & Villavivencio, E. (May, 2014). “Transforming Adult English Language Learners’ (ELLs) Work Readiness: Case Studies in Explicit, Work-Specific Vocabulary Instruction”, AdultLearning. 25 (2), 47- 56.
Hammack, B., Foote, M., Garretson, S., and Thompson, J., (2012) “Family Literacy Pack: Engaging Teachers, Families, and Young Children in Quality Activities to Promote Partnerships for Learning,” Young Children, 67 (3), 104-110.
Green, C., Foote, M., Walker, C., & Shuman, C. (2010) “From questions to answers: Education faculty members learn about English learners.” In S. Szabo, M.B. Sampson, M.M. Foote, & F. Falk-Ross (Eds.), Mentoring Literacy Professionals: Continuing the Spirit of CRA/ALER after 50 Years, (pp. 113-125) Commerce, TX: Texas A&M University Press.
Walker, C., Zeek, C.K., & Foote, M. (2008).“ Re-Creating Teacher Education through Long-Term Partnerships” In I. N. Guadarrama, J. M. Ramsey, and J. L. Nath (Eds.) University and School Connections: Research Studies in Professional Development Schools. Charlotte, NC, Information Age Publishing, Inc. ,203-220.
Jones, A., Torti, C., & Foote, M., (2007) “What’s in that egg? A preschool project based on the Reggio Emilia Learning Theory,” Supporting Student Success, 73-78.
Cordell, M. & Foote, M. (Fall, 2006) “Supporting Young Children Through Hurricane Disaster”, Texas Childcare Quarterly, 16-23.
Walker, Zeek, & Foote, (Summer, 2002) “Looking with New Eyes: Making the Pursuit of Equity Personal” The Delta Kappa Gamma Bulletin, 28-33.
Sampson, M. B. & Foote, M., (2002) Exploring the Evolution of Public School Teachers’ Perceptions of University/Public School Partnerships: The Quest for Collaborative Preparation of Literacy Teachers.
Linder, P. & Foote, M., (Winter, 2002) Why Should We Care about Family Literacy? Preservice & Mentor Teachers’ Awareness. Journal of Reading Education, 27, (2), 8-16.
Zeek, C., Foote, M., & Walker, C., (November/December, 2001) Teacher Stories and Transactional Inquiry: Hearing the Voices of Mentor Teachers. Journal of Teacher Education, 52, (5), 377-385.
Naizer, G. and Foote, M. (2016)Texas Teacher Residency Program (T-RES) Phase2: An Apprenticeship Model for Texas. Funded by the Texas Higher Education Coordinating Board for $1,396,421
Naizer, G.,, Walker, C., and Foote, M. (2014) The Texas Teacher Residency Program (TRes): An Apprenticeship Model for Texas . Funded by THECB for approximately for $1.2 million
Foote, M, Walker, C., & Green, C., (July 2, 2007) Listo! Sharp & Ready: Strategies for ELL Student Success. A major federal grant awarded to A&M-Commerce from the Office of English Language Acquisition in the U. S. Dept. of Education. Funded for approximately $1.2 million over five years.
Foote, M. Regents Initiative Grant (2005) funded for $8,300 for the “First Annual Bill Martin Jr. Symposium”.
Walker, C., Naizer, G., and Foote, M., and Blount, K., (April 17, 2015) “Resident Teacher Research: Toward Data Literacy and Reflective Practice through the Texas Teacher Residency Program,” Presentation at the American Educational Research Association Annual Meeting, Chicago, IL.
Foote, Martha and Fletcher, Tina, (November 7, 2014 ) “The Effects of Reggio Emilia Learning Tenets on the Beliefs and Creative Production of Graduate Students,” National Association for the Education of Young Children (NAEYC) Annual Conference, Dallas, TX.
Thompson, J., Foote, M., & Golden, F. (November 2013). Living with Learner: ResearchNet on Teacher Education. National Association for Early Childhood Teacher Educators. Washington, DC.
Walker, C., Foote, M., & Green, C., Listo! Proven Practices for Teacher Educators, Pre-Service Teachers, and their English Learners, American Educational Research Association, April 15, 2012.
Foote, M., Green, L.C., & Walker, C., “The Listo! project: Changing teacher education to better prepare preservice teachers to support English-language learners" National Association for the Education of Young Children, National Conference Nov 5, 2010, Anaheim, CA
Walker, C., Foote, M., & Green, L.C. We Teach the Way We Were Taught: Changing the Cycle for Teachers of English Language Learners,” Annual meeting of the Association of Colleges for Teacher Education, February 21, 2010. Atlanta, GA.
Walker, C., Foote, M., Green, C., & Zeek, C., “Preparing Teachers for Linguistically Diverse Populations: Calculated Responses and Measured Results. Annual Meeting of the American Educational Research Association, April 16, 2009, San Diego, CA.
Green, C., Brown, D., & Foote, M. “Preparing All Teachers for English Language Learners, An Infused Model,” Annual Conference of the National Association for Bilingual Education, March 20, 2009 Austin, TX.
Foote, M., Green, C., and Walker, C., “Project ¡Listo!, a Faculty Development Initiative to Better Prepare Teachers to Teach ELLs” College Reading Association’s 52nd Annual Meeting, November 7, 2008, Sarasota, FL.
Szabo, S., Sampson, M. B., Foote, M., and Falk-Ross, F., “CRA Yearbook Prospective Authors and Reviewers,” College Reading Association’s 52nd Annual Meeting, November 8, 2008, Sarasota, FL.
Foote, M., Hammack, B., Thompson, J. & Garretson, “Learning From Families – Pre-Service Teachers Engaging Families”, College Reading Association 51st Annual Conference, November 3, 2007, Salt Lake City, Utah.
Cheatham, J, & Foote, M., “The Bookstore Project: How One ELL Teacher Used Project Work to Promote Reading Volume, College Reading Association 51st Annual Conference, November 2, 2007, Salt Lake City, Utah.
Vasinda, S. & Foote, M., “Inspired Projects within Standards-Based Classrooms”, North American Reggio Emilia Alliance (NAREA), June, 2007, Santa Monica, CA.
Vasinda, S. & Foote, M., “Finding a Place for Voice, Choice, and Parent Participation in an American Standards-Based Classroom, American Educational Research Association [AERA], April, 11,2006, San Francisco, CA.
Hammack, B., Foote, M., & Garretson, S., “Backpacks to Family Nights: Engaging Families in Quality Activities to Support Student Literacy Success,” College Reading Association, November 5, 2005, Savannah, GA.
Vasinda, S., Linder, P. & Foote, M., “Documenting Children’s Science and Literacy learning: Both Process and Artifact”, Early Literacy Institute, October 14, 2005, Dallas, TX.
Csorvasi, V. & Foote,, M. , "ELs Explore Prosthesis through Reggio”, Presentation for the Texas Association for the Education of Young Children, September 24, 2016, Dallas,
Foote, M., Holt, W., and Reid, M., “T-Res: A Teacher Residency Program for STEM Teachers”,
The Chancellor’s Summit on Teacher Education”, October, 2015, San Antonio.
Foote, M. and Boggs, M. 2007 Texas Teachers Forum in Austin, March 4-5.
Co-editor for the College Reading Association’s Yearbook editorial team, 2006 through
Service as Chair of the Doctoral Committees:
Hopes, D., A Comparative Study of Six North Texas School Districts And Their Effects on English Language Learners’ Acquisition of English Language Proficiencyuand Academic Achievement
Johnson, R., The Effects of a Protocol-Guided Professional Learning Community Model of Professional Development and Teacher’s Knowledge and Use of Classroom Formative Assessment
Gillespie, M., The Impact of a Reggio-Inspired Professional Learning Community On a Newly Implemented Two-Way Immersion Program
Vasinda, S. Reinventing Reggio Through Negotiated Learning: Finding a Place for Voice and Choice in an American Standards-Based Elementary Classroom
Slater, C. Using Arts-Based Representation as a Way of Knowing in a Third Grade Classroom with a Mandated Standards Based Curriculum: A Documentation of the Process
Vornberg, C. Parental Perceptions of Roles, concerns and Issues and the Effects of a Multilingual Family Literacy Program on Reading Comprehension and Writing Fluency in Second Grade LEP and non-LEP Students
Service on Doctoral Committees
Department of Curriculum & Instruction
Texas A&M University - Commerce
P. O. Box 3011
Commerce, Texas 75429
Phone: (903) 886-5413