Cheryl Dozier, Associate Professor

Ph.D., University at Albany, State University of New York
Education Building-Room 328; (518) 442-5101
cldnsc@aol.com

Cheryl Dozier, an associate professor at the University at Albany, is a former classroom teacher of kindergarten through eighth grade in urban and suburban classrooms. Currently Cheryl teaches ERDG619, a writing practicum course and ERDG620, the Literacy Lab capstone practicum for literacy specialists. In these practicum experiences situated in urban schools, Cheryl engages with graduate students, elementary students and their families, classroom teachers, and administrators to prepare responsive teachers. Cheryl also teaches ERDG757, a doctoral level course Research on Preparing Literacy Teachers. 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. Cheryl has provided professional development to school districts throughout the Northeast. 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 Dozier is the author of Responsive Literacy Coaching published by Stenhouse. She also co-wrote Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers with Peter Johnston and Rebecca Rogers (Teachers College Press). In 2002, Cheryl received a University at Albany School of Education Outstanding Dissertation award for her dissertation, Constructing Teacher Knowledge: Learning from the Field. She has articles published in The Reading Teacher, Journal of Literacy Research, and Reading and Writing Quarterly. 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

Publications:
Dozier, C. (2007) Author Conversations Podcast: Responsive Literacy Coaching www.stenhouse.com/dozierpodcast.asp

Dozier, C. (2007). An Interview with Cheryl Dozier on Responsive Literacy Coaching. http://www.ednews.org/articles/7372/1/An-Interview-with-Cheryl-Dozier-About-Responsive-Literacy-Coaching/Page1.html

Dozier, C. (2006). Responsive Literacy Coaching: Tools for Creating and Sustaining Purposeful Change. York, ME: Stenhouse Publishers.

Dozier, C,. Johnston, P., & Rogers, R. (2006). Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers. New York: Teachers College Press.

Dozier, C. (April 2006) Five Tools for Reconsidering Instruction. ASCD Express.

Online:
Dozier, C. & Rutten, I. (2005/2006). Responsive teaching toward responsive teachers: Mediating transfer through intentionality, enactment, and articulation. Journal of Literacy Research, 37 (4), 459-492.