Cheryl Dozier, Associate Professor
Ph.D., University at Albany, State University of New York
Education Building-Room 328; (518) 442-5101
Cheryl Dozier is a former classroom teacher of kindergarten through eighth grade in urban and suburban classrooms. Cheryl is involved with several grants supporting teacher leadership, graduate level clinically rich experiences, and teacher education networking. Cheryl co-leads a national research study group on literacy lab/reading clinic preparation for the Literacy Research Association (LRA). In 2013 Cheryl was awarded the International Reading Association (IRA) Jerry Johns Outstanding Teacher Educator in Reading Award. In 2010 she was recognized for her university level teaching with two awards, the State University of New York Chancellor’s Award for Excellence in Teaching and the University at Albany Excellence in Teaching Award. In 1996, Cheryl received the New York State Reading Association’s Reading Educator Award.
Cheryl’s professional development initiatives involve collaborating with school districts as they redesign their literacy instruction. Two of the schools where Cheryl was a literacy coach received the New York State Exemplary Reading Award through the New York State Reading Association. Cheryl’s research and teaching examine relationships among responsive teaching, learners, and families toward creating a more just society. She has shared her research on responsive literacy coaching and teacher preparation at national and international conferences.
Dozier, C. (2014). Literacy coaching for transformative pedagogies: Navigating intellectual unrest. A response to Emily N. Skinner, Margaret C. Hagood, and Mary C. Provost’s creating a New Literacies coaching ethos. Special themed issue on Literacy Coaching. Reading and Writing Quarterly.
Dozier, C., & Deeney, T. (2013). Keeping learners at the center of our teaching. Advanced Literacy Practices: From the Clinic to the Classroom. Volume II Editors: Evan T. Ortlieb, Earl H. Cheek, Jr. Emerald Books.
Dozier, C. & Smit, J. (2013). Building writing communities and partnering with families: Multiple perspectives from a writing practicum. Advanced Literacy Practices: From the Clinic to the Classroom. Volume II Editors: Evan T. Ortlieb, Earl H. Cheek, Jr. Emerald Books.
Deeney, T., Dozier, C., Smit, J., Davis, S., Laster, B., et. al. Clinic Experiences that Promote Transfer to School Contexts: What Matters in Clinical Teacher Preparation. (2012). 60th Annual Yearbook of the Literacy Research Association, pp.111-127. Oak Creek, WI: Literacy Research Association.
Dozier, C., Garnett, S., & Tabatabai, S. (2011). Responsive teaching through conversation. The Reading Teacher, 64 (8), 636-638.
Dozier, C. (2012-2015). Teacher Leadership Quality Partnership Grant. Partnership with Albany City School District (Montessori Magnet, TOAST, and ASH Elementary Schools), University at Albany College of Arts and Sciences, and UAlbany School of Education. Primary Investigator. Grant award, $217,000.
Dozier, C. (2011-2014). Co-Director. Graduate Level Clinically Rich Teacher Preparation Pilot Program. Adolescence: Special Education Generalist.1.4 million.
Dozier, C. (2009-2012). Teacher Leadership Quality Partnership Grant. Faculty Collaborator, Albany City School District, Montessori Magnet. 2009-2011. Primary Investigator, 2011-2012. Grant award, $165,108.