Virginia Goatley, Professor; Department Chair
Ph.D. Michigan State University
Education Building-Room 309: (518) 442-5104
Dr. Virginia Goatley is the Department Chair and a Professor in the Department of Reading at the University at Albany. Her primary research interest is preventing reading and writing difficulties for children. Her research focuses on teacher preparation and professional development that supports effective classroom practice, including the accreditation and assessment of teacher preparation. In collaboration with colleagues at the Child Research and Study Center, she is co-investigator for two recent federally funded grants through IES and FIPSE, focused on the literacy coursework in teacher preparation programs, with a special emphasis on meeting the needs of all learners. In her earlier project with National Research Center for English Learning and Achievement (CELA), she studied the integration of literacy and social studies across the elementary grades.
Dr. Goatley served as the Vice Dean in the School of Education (2008-09). As Associate Dean for Professional Studies (2003-08) she led the effort toward successful accreditation of the UAlbany Teacher Education Program via the Teacher Education Accreditation Council (TEAC). In addition, she coordinated the "Undergraduate Pathways" for all undergraduate students participating in the educational studies minor. She is a regular participant in national and state-wide efforts for teacher education. In 2011-12, she served as Director of Research for the International Reading Association.
Dr. Goatley is currently a member of the Council for the Accreditation of Educator Preparation (CAEP) IB Commission, the CAEP Standards Committee, and the International Reading Association's Literacy Reading Panel. Her publications have appeared in several journals including, Reading Research Quarterly, Reading and Writing Quarterly, Language Arts, Language and Literacy Spectrum, Reading Research and Instruction, and Journal of Educational Research. She is a co-author of Engaging Elementary Students in Disciplinary Learning and Literacy (TC Press, in press) and co-editor of The Book Connection: Literacy Learning and Classroom Talk (TC Press/IRA, 1997).
Dr. Goatley has taught the following courses:
UFSP 100--Freshman Seminar
EDU 390--Community Service Project
ERDG 615--Teaching Writing, B-6
ERDG 617--Teaching Language Arts and Social Studies in Preschool and Elementary Classroom
ERDG 600--Identifying and Correcting Classroom Reading Difficulties
ERDG 656--Language and Learning to Read
ERDG 743--Researching Classroom Literacy
ERDG 756--Texts and Teaching in Literacy Learning
Goatley, V.J., Johnston, P. (2013). Innovation, research, and policy in the evolution of classroom teaching. Language Arts, 91 (2), 94-104.
Pearson, P.D., Goatley, V.J. (2013, July 2). Response to the NCTQ Teacher Education Report. Reading Today Online, a publication of the International Reading Association. www.reading.org/lrp-nctq.
Goatley, V. (2013). Does the edTPA have research behind it? In the "Ask a Researcher" component of the Literacy Research Panel Reading Online website, http://www.reading.org/general/Publications/blog/LRP.
Goatley, V. J. (2013). Critical voices: Complexities in literacy leadership. In C. Lassonde (Ed.), The literacy leaders’ handbook: Best practices for developing professional learning communities. New York, NY: Pearson.
Goatley, V.J., Hinchman, K.A. (2013). Using research to make sensible literacy decisions within current educational initiatives. Language and Literacy Spectrum, 23, 57-68.
Goatley, V.J. (2012). Slicing and dicing the ELA Common Core Standards. Principal, 92 (1), 16-21.
Hinchman, K., Goatley, V.J. (2012). Leading literacy programs that foster excellence in all students. In G. Theoharis & J. Brooks (Eds.), What every principal needs to know to create equitable and excellent schools (pp. 13-30). NY: Teachers College Press.
Goatley, V.J., Overturf, B. (2011). Introducing the English Language Arts Common Core State Standards. http://www.edutopia.org/blog/common-core-state-standards-1-virginia-goatley.
Goatley, V.J. (August/September 2011). Finding a voice in professional literacy communities. In Reading Today, a publication of the International Reading Association, 29 (1) 16-17.
Goatley, V.J. (2009) Thinking together: Creating and sustaining professional learning communities. In C.A. Lassonde & S.E. Israel (Eds.), Teacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities (pp. 143-144). San Francisco: Jossey-Bass.
Goatley, V.J. (2008) Critical issues for teacher educators and literacy specialists: A view from higher education in New York. Language and Literacy Spectrum, 18, 3-10.
Franzen, A., Ward, N., Goatley, V., Machado, V. (2002). Teachers' Use of New Standards, Frameworks, and Assessments: Local Cases of NYS Elementary Grade Teachers. Reading Research & Instruction, 41(2), 127-148.
McGill-Franzen, A. & Goatley, V.J. (2001). Title I and Special Education: Support for children who struggle to learn to read. In S. Neuman & D.K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 471-484). NY: Guilford Press.
Goatley, V.J. (2000). Exploring school learning communities. Students' early literacy transformations. Reading and Writing Quarterly: Overcoming Learning Disabilities, 16, 337-360.
Goatley, V.J. (1997). Encouraging parent and teacher communication: Discourse to support at risk students. In K. Hinchman, D.J. Leu, & C.K. Kinzer (Eds), Inquiries in literacy theory and practice. Forty-sixth yearbook of the National Reading Conference (pp. 114-126). Chicago: National Reading Conference.
Goatley, V.J. (1996). The participation of a student identified as learning disabled in a regular education book club: The case of Stark. Reading and Writing Quarterly, 12, 195-214.
McMahon, S.I., & Goatley, V.J. (1995). Fifth graders helping peers discuss texts in student-led groups. Journal of Educational Research 89 (1), 23-35.
Goatley, V.J., Brock, C.H., & Raphael, T.E. (1995). Diverse learners participating in regular education "book clubs." Reading Research Quarterly 30 (3), 353-380.