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Key Professional Appointments

Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign

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Awards, Honors, Associations

J. William Fulbright Award, 2014

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Publications

Smagorinsky, P., Guay, M., Ellison, T. L., & Willis, A. I. (2020). A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research. In E. B. Moje, P. P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of Reading Research, Volume V (pp. 57-75). Routledge. https://doi.org/10.4324/9781315676302-4  link >

Willis, A. I. (2019). Race, Response to Intervention, and Reading Research. Journal of Literacy Research, 51(4), 394-419. https://doi.org/10.1177/1086296X19877463  link >

Willis, A. I. (2019). Response to Intervention: An Illusion of Equity. Language Arts, 97(2), 83-96.

Brown, A. F., Bloome, D., Morris, J. E., Power-Carter, S., & Willis, A. I. (2017). Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research. Review of Research in Education, 41(1), 453-476. https://doi.org/10.3102/0091732X16687522  link >

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. I. (2017). Interrupting and disrupting literacy research. Journal of Literacy Research, 49(1), 6-9. https://doi.org/10.1177/1086296X16686279  link >

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017). Literacy research and the radical imagination. Journal of Literacy Research, 49(3), 319-320. https://doi.org/10.1177/1086296X17724032  link >

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. I. (2017). Literacy research in uncertain times. Journal of Literacy Research, 49(2), 155-156. https://doi.org/10.1177/1086296X17706790  link >

Willis, A. I. (2017). Re-Positioning Race in English Language Arts Research. In D. Lapp, & D. Fisher (Eds.), Handbook of Research on Teaching the English Language Arts (4 ed., pp. 453-476). Routledge. https://doi.org/10.4324/9781315650555-2  link >

Willis, A. I. (2016). Critical Race Theory. In B. V. Street, & S. May (Eds.), Literacies and Language Education (pp. 1-13). (Encyclopedia of Language and Education). Springer International Publishing. https://doi.org/10.1007/978-3-319-02321-2_2-1  link >

García, G. E., & Willis, A. I. (2015). Frameworks for Promoting Multicultural Literacies: Moving Toward Educational Justice. In P. R. Schmidt, & A. Lazar (Eds.), Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism (2 ed.). (Literacy, Language and Learning). Information Age Publishing Inc..

Willis, A. I. (2015). Literacy and Race: Access, Equity, and Freedom. Literacy Research: Theory, Method, and Practice, 64(1), 23-55. https://doi.org/10.1177/2381336915617617  link >

Jiang, Y. L. B., García, G. E., & Willis, A. I. (2014). Code-Mixing as a Bilingual Instructional Strategy. Bilingual Research Journal, 37(3), 311-326. https://doi.org/10.1080/15235882.2014.963738  link >

Bloome, D., & Willis, A. I. (2013). Conversation Currents: On Discourse and Language Learning. Language Arts, 91(1), 61-68. http://www.jstor.org/stable/24575017

Willis, A. I., & Harris, V. J. (2011). Editorial statement. American Educational Research Journal, 48(4), 936-937. https://doi.org/10.3102/0002831211413068  link >

Willis, A. (2010). Critical Approaches to Research in English Language Arts. In D. Lapp, & D. Fisher (Eds.), Handbook of Research on Teaching the English Language Arts (3 ed.). Routledge. https://doi.org/10.4324/9780203839713.ch61  link >

Willis, A. I. (2009). EduPolitical research: Reading between the lines. Educational Researcher, 38(7), 528-536. https://doi.org/10.3102/0013189X09347584  link >

Connor, J. J., & Willis, A. I. (2008). “Educational, Controversial, Provocative, and Personal”: Three African American Adolescent Males Reflect on Critically Framing a Lesson Before Dying. In L. A. Spears-Bunton, & R. Powell (Eds.), Toward a Literacy of Promise: Joining the African American Struggle (pp. 81-104). Taylor and Francis. https://doi.org/10.4324/9780203890950-13  link >

Willis, A. I. (2008). Critical Race Theory. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 432-445). Springer US. https://doi.org/10.1007/978-0-387-30424-3_32  link >

Willis, A. I., Montavon, M., Hunter, C., Hall, H., Burke, L., & Herrera, A. (2008). On Critically Conscious Research: Approaches to Language and Literacy Research. Teachers College Press.

Willis, A. I. (2008). Reading Comprehension Research and Testing in the U.S. Undercurrents of Race, Class, and Power in the Struggle for Meaning. Taylor and Francis. https://doi.org/10.4324/9780203928608  link >

Isenbarger, L., & Willis, A. I. (2006). An Intersection of Theory and Practice: Accepting the Language a Child Brings into the Classroom. Language Arts, 84(2), 125-135. http://www.jstor.org/stable/41962174

Willis, A. I., & Har, V. J. (2004). Preparing preservice teachers to teach multicultural literature. In J. Flood, D. Lapp, & S. B. Heath (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (pp. 460-469). Taylor and Francis. https://doi.org/10.4324/9781410611161-53  link >

Willis, A. I., & Harris, V. J. (2003). Afterword. In A. I. Willis, G. E. Garcia, R. B. Barrera, & V. J. Harris (Eds.), Multicultural Issues in Literacy Research and Practice (pp. 289-293). Taylor and Francis.

Willis, A. I., Garcia, G. E., Barrera, R. B., & Harris, V. J. (Eds.) (2003). Multicultural Issues in Literacy Research and Practice. Erlbaum. https://doi.org/10.4324/9781410606945  link >

Harris, V., & Willis, A. I. (2002). WILLIAM EDWARD BURGHARDT DU BOIS 1868–1963. In J. Palmer, L. Bresler, & D. Cooper (Eds.), Fifty Major Thinkers on Education: From Confucius to Dewey (pp. 212-219). Routledge. https://doi.org/10.4324/9780203467121-43  link >

Willis, A. I., & Harris, V. (2002). ANNA JULIA HAYWOOD COOPER 1858–1964. In J. Palmer, L. Bresler, & D. Cooper (Eds.), Fifty Major Thinkers on Education: From Confucius to Dewey (pp. 169-177). Routledge. https://doi.org/10.4324/9780203467121-36  link >

Willis, A. I. (2002). Dissin' and disremembering: Motivation and culturally and linguistically diverse students' literacy learning. Reading and Writing Quarterly, 18(4), 293-319. https://doi.org/10.1080/07487630290061854  link >

Willis, A. I. (2002). Literacy at Calhoun Colored School 1892-1945. Reading Research Quarterly, 37(1), 8-44. https://doi.org/10.1598/RRQ.37.1.1  link >

Willis, A. I. (2001). Rocks in the Brook: A Teacher Educator’s Reflections. In P. R. Schmidt, & P. B. Mosenthal (Eds.), Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism (Literacy, Language and Learning). Information Age Publishing Inc..

Merchant, B., & Willis, A. I. (Eds.) (2000). Multiple and Intersecting Identities in Qualitative Research. Psychology Press. https://doi.org/10.4324/9781410600660  link >

Willis, A. I. (2000). An African American Female Researcher's Journey: Epistemological, Conceptual, and Methodological Concerns. In B. Merchant, & A. I. Willis (Eds.), Multiple and Intersecting Identities in Qualitative Research (pp. 43-60). Psychology Press. https://doi.org/10.4324/9781410600660-11  link >

Willis, A. I. (2000). Keeping It Real: Teaching and Learning about Culture, Literacy, and Respect. English Education, 32(4), 267-277. http://www.jstor.org/stable/40173037

Willis, A. I., & Harris, V. J. (2000). Political acts: Literacy learning and teaching. Reading Research Quarterly, 35(1), 72-88. https://doi.org/10.1598/RRQ.35.1.6  link >

Willis, A. I., & Lewis, K. C. (1999). Our known everydayness: Beyond a response to white privilege. Urban Education, 34(2), 245-262. https://doi.org/10.1177/0042085999342006  link >

García, G. E., Willis, A. I., & Harris, V. J. (1998). Introduction: Appropriating and Creating Space for Difference in Literacy Research. Journal of Literacy Research, 30(2), 181-186. https://doi.org/10.1080/10862969809547994  link >

Willis, A. I., Lewis, K. C., & Ladson-Billings, G. (1998). Focus on Research: A Conversation with Gloria Ladson-Billings. Language Arts, 75(1), 61-70. http://www.jstor.org/stable/41962029

Willis, A. I. (1998). In Their Own Words: Stories of the Interconnectedness of Life, Teaching, and Research. Reading Research Quarterly, 33(4), 487-496. https://doi.org/10.1598/RRQ.33.4.7  link >

Willis, A. I. (1998). Teaching multicultural literature in grades 9-12: moving beyond the canon. Christopher-Gordon Publishers.

Willis, A. I., & Harris, V. J. (1997). Expanding the boundaries: A reaction to the First-Grade Studies. Reading Research Quarterly, 32(4), 439-445. https://doi.org/10.1598/RRQ.32.4.7  link >

Willis, A. I. (1997). Focus on Research: Historical Considerations. Language Arts, 74(5), 387-397. http://www.jstor.org/stable/41482888

Willis, A. I. (1995). Reading the World of School Literacy: Contextualizing the Experience of a Young African American Male. Harvard Educational Review, (Spring).

Willis, A. I. (1995). School Literacy Experiences: How Culturally Narrow are they? Discourse: Studies in the Cultural Politics of Education, 16(2), 219-235. https://doi.org/10.1080/0159630950160205  link >

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Courses

Tchg Diverse High School Stu (CI 403) Examines the curriculum and philosophy of teaching students in high school grades. Students will focus on a number of related topics including teaching a diverse student population, including all students in instruction, using technology for teaching high school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in instructional technology, assessment, and special education with high school students. Coursework is integrated with a high school field experience. Students in English Education only.

Tchg and Assessing Sec Sch Stu (CI 404) Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Section E: Reserved for students in English Education.

Tchg and Assessing Sec Sch Stu (CI 404) Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Section E2: Reserved for students in English Education.

Tchg Reading in Grades 4-12 (CI 472) Examines current literacy practices beyond the primary grades including factors related to reading comprehension, vocabulary development, fluency, and motivation. Includes issues related to diversity and ESL related to teaching reading.

Crit Theory in Lit Research (CI 507) Intensive examination of problems and trends in the subject fields.

Issues & Trends in Reading (CI 570) The timing of beginning reading, the influence of certain linguistic findings on methodology and terminology in instructional materials, and the influence of research on methodology are addressed in a way that provides a historical perspective for evaluating the merit of emerging issues and trends.

Profile Picture for Arlette Willis

Professor, Curriculum & Instruction

Contact

Office

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

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