Biography

I am a former secondary teacher of English and the social studies in urban, international, and rural (Navajo Nation) contexts. My research, teaching, and service are focused on the improvement of educational theory, research, and practice across a wide range of settings.

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Key Professional Appointments

ProfessorCurriculum and Instruction, University of Illinois at Urbana-Champaign, 2011 - present

Associate ProfessorCurriculum & Instruction, University of Illinois at Urbana-Champaign, 2003 - 2011

Assistant ProfessorCurriculum & Instruction, University of Houston, 1997 - 1999

Assistant ProfessorCurriculum & Instruction, New Mexico State University, 1994 - 1997

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Education

Ph.D., Language and Literacy Studies, The University of Texas at Austin, 1994

M.A., Curriculum Development, Teachers College, Columbia University, 1981

B.A., English and Psychology, Thomas More College, Crestview Hills, KY, 1977

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Awards, Honors, Associations

Fulbright Senior Scholar Flex Award, MoroccoFulbright Institute of International Education, 2014 - 2014

Undergraduate Teaching AwardCollege of Education, 2014 - 2014

Visiting ProfessorScientific and Technical Research Council of Turkey, 2014 - 2014

Dean's Prize for Breakthrough Initiatives in TeachingCollege of Education, 2011 - 2011

Research & Service

My research focuses on the improvement of educational research and practice, with a focus on language and literacy education, both domestically and internationally.

Currently, I am a Fulbright senior scholar working in Morocco over the next three years to improve the teaching of English in universities there and to study the informal English learning practices of university students. This project is part of a larger project to compare English language policy, practice, and outcomes in Morocco and South Korea.

I am also engaged in a project to theorize relations across print, images, and sound in multimodal texts, with the goal of improving educational websites and multimedia.

Past projects have included studies of poetry education, the use of social theory in educational research, literacy policy, and literacy in school libraries.

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Publications

Dressman, M., Faust, M. Lessons from the history of poetry education in one journal, 1912-2005: Does history matter? Journal of Literacy Research.

Dressman, M., Faust, M., , . (2014). On the teaching of poetry in English Journal, 1912-2005: Does history matter? . Journal of Literacy Research, 46, 39-67.

Dressman, M. (2014). The paradox of poetry education. In L. Bresler, M. Fleming, & J. O’Toole (Eds.). Routledge International Handbook of Arts and Education. : , .

Journell, W., Dressman, M., Babock, A., Weatherup, N., Makhoukh, A. (2013). “Toward technology-mediated transcultural education: Learning from a discussion of politics and culture between American and Moroccan students.” International Journal of Social Education, 24(2), 169-192.

Dressman, M. (2013). Beyond disbelief: A confessional tale of religion, technology, and academic conceit. , 14, 255-274.

Dressman, M., Journell, A., Mann, J. (2012). Teacher education: Qualitative research approaches. Handbook of qualitative research in education. Edward Elgar Publishing Limited: Cheltenham, Glos, UK, .

Dressman, M., McCarthey, S. (2011). Toward a pragmatics of epistemology, methodology, and other people's theories in literacy research. Literacy research methodologies. Guilford Press: New York, .

Dressman, M. (2010). Let's poem: The essential guide to teaching poetry in a high-stakes, multimodal world. . Teachers College Press: New York, . link>

Dressman, M. (2008). Using social theory in educational research: A practical guide. . Routledge: London, .

Dressman, M. (2007). Theoretically framed: Argument and desire in the production of general knowledge about literacy. Reading Research Quarterly, 42, 332-363.

Dressman, M. (2006). Teacher, teach thyself: Teacher research as gendered ethnographic practice. Ethnography, 7(3), 329-356.

Wilder, P., Dressman, M. (2006). New literacies, enduring challenges? The role of capital in adolescent readers' internet practices. Reconceptualizing the literacies in adolescents' lives. Erlbaum: Mahwah, NJ, .

Dressman, M., Wilder, P., Connor, J. (2005). Theories of failure and the failure of theories: A cognitive/sociocultural/macrostructural study of eight struggling students. Research in the Teaching of English, 40, 8-61.

McCarthey, S., Dressman, M. (2004). Toward a pragmatics of epistemology, methodology, and other people's theories in literacy research. Literacy research methods. Guilford Press: New York, .

Dressman, M. (2004). Dewey and Bakhtin in dialogue: From Rosenblatt to a pedagogy of literature as social, aesthetic practice. Bakhtinian perspectives on language and literacy education. University Press: Cambridge, UK, .

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Grants

Principal InvestigatorHardie Collaborative Stipend: Religion, Race and Language in Global Context: A Proposal for Collaborative Undergraduate Ethnographic Research, Bureau of Educational Research, 2008

Principal InvestigatorUsing Technology to Enhance Achievement in Math, Science, and Literacy: A Middle School-University Partnership, Hewlett-Packard, 2003

Principal InvestigatorReading the Lives and Literacies of Disenfranchised, Disaffected Youth, Campus Research Board, 2001

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Service

Co-EditorResearch in the Teaching of English, National Council of Teachers of English, 2007 - 2013

Chair, Early Career Research Award CommitteeNational Reading Conference, 2006 - 2009

Member, Editoral BoardResearch in the Teaching of English, 2003 - 2008

Area 6 Co-Chair, Adolescent, College, and Adult Literacy ProcessesNational Reading Conference, 2004 - 2006

Book Review EditorJournal of Curriculum Studies, 2002 - 2006

Teaching

I teach a wide variety of courses at the undergraduate, masters, and doctoral levels. At the undergraduate level, I teach courses in the secondary English education program and a course in content area literacy across many content areas. At the masters level, I teach courses in curriculum development and literacy, and at the doctoral level I teach courses in qualitative analysis and writing.

I am equally proud of my work in program development at the undergraduate and graduate levels, and particularly of the study abroad and service learning trips I organize and lead to Spain, Morocco, and the Navajo Nation.

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Courses

Undergraduate Open Seminar Course Information: Approved for both letter and S/U grading. May be repeated.

Content Area App of Educ Tech Course will explore a wide range of educational technologies, investigating in detail those that can be effectively integrated into the full range of content areas in education. Course will cover the use of distributed information servers, multi-media collaborative network applications and other advanced instructional technologies to support learning and teaching. Course Information: Approved for letter grade. Prerequisite: EPS 201, EPSY 236 or equivalent; admission to Elementary or Secondary Teacher Education Program. Class Schedule Information: Students must register for one lab-discussion and one lecture section.

Intro Tchg in a Diverse Societ Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in middle school and senior high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a middle or high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: EPS 201, EPSY 201 or equivalent, concurrent enrollment in EOL 440, and admission to the Secondary Teacher Education Program.

Tchg Diverse Middle Grade Stu Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401 and concurrent enrollment in CI 473 and EPSY 430.

Literacy in Content Areas Provides secondary and K-12 level education majors with principles and practices of effective language and literacy instruction in their content areas, consistent with the Core Language Arts and Content Standards of the Illinois State Board of Education. Course Information: 1 undergraduate hour. 1 graduate hour. Prerequisite: Admission to a teacher education program.

Issues and Development in Educ Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.

Fundamentals of Curr Develop Examines a variety of definitions of curriculum developments; readings reflect current theories and research related to substantive issues in the field: how learning is influenced by stated goals of education, cultural background of the learners, structure of the school setting, competencies of teachers, psychological characteristics of the learners, and means of measuring student achievement.

Prob Trends in Spec Fields Intensive examination of problems and trends in the subject fields. Course Information: May be repeated to a maximum of 8 hours.

Methods of Educational Inquiry Critical consideration of research concepts and methods used in contemporary educational inquiry. Course Information: Same as EPSY 573 and SPED 550.

Qualitative Writing Focuses on analysis of data and writing of qualitative/ethnographic research in educational contexts. Topics include the history of qualitative research practices; approaches to the analysis and interpretation of multiple forms of data, including coding, discourse analysis, text analysis, and structural/post-structural analysis; different styles of qualitative writing; social theory as a framing device; and writing for publication. Provides a theoretically informed but very practical, hands-on approach to qualitative writing for graduate researchers across the broad range of educational and social science contexts. One part of the course focuses on methods of analysis through application, while a second part is designed as a writer's workshop in which students "write up" the data from a study in three narrative styles. Assignments include weekly readings, three short writing assignments, and a more substantial writing project. Advanced graduate standing is useful but not required.

Assessment in Reading Nature, causes, and diagnosis of reading difficulties; translation of diagnostic information into instructional practice. Course Information: Prerequisite: CI 475 or CI 471, or equivalent.

Sem for Adv Stu of Education Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

Mark Dressman

Professor, Curriculum & Instruction

Contact

Office

316 Education Building
1310 S. Sixth St.
Champaign, IL 61820