University of Vermont

Faculty Biography

Faculty Biography | Haley Woodside-Jiron

Haley Woodside-Jiron

Haley Woodside-Jiron, Ph.D.Associate Professor

Contact Information:
535 Waterman Building
(802) 656-3356
Haley.Woodside-Jiron@uvm.edu

Areas of Expertise:

Educational Policy; Learning and Cognition; Reading Education and Literacy; School Transformation; Teacher Education

Scholarship

Selected Publications

  • Woodside-Jiron, H., Strolin-Goltzman, J. & Suter, J. (2013). In Matto, H.C., Strolin-Goltzman, J. & Ballan, M. (Eds.) Neuroscience for Social Work: Implications for practice, policy, and research. New York: Springer Publications
  • Woodside-Jiron, H. (2012). Promoting social and emotional learning competencies through innovative literacy instruction. Advances in Social, Emotional Learning Research, 6(2), 10.
  • Woodside-Jiron, H. (2011). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), An Introduction to Critical Discourse Analysis in Education, Volume 2 (pp. 154-182). NY: Routledge.
  • Woodside-Jiron, H., & Gehsmann, K. (2009). Peeling back the layers of policy and school reform: Revealing the structural and social complexities within. International Journal of Disability, Development and Education, 56(1), 49-72.
  • Gehsmann, K., & Woodside-Jiron, H. (2005). Becoming more effective in the age of accountability: A high poverty school narrows the literacy achievement gap. In C.M. Fairbanks, J. Worthy, B. Maloch, J.V. Hoffman, & D.L. Schalert, (Eds.), 54th Yearbook of the National Reading Conference (pp. 182-197). Chicago, IL: The National Reading Conference.
  • Gerstl-Pepin, C., & Woodside-Jiron, H. (2005). Tensions between the "science" of reading and a "love of learning": One high-poverty school's struggle with NCLB. Equity & Excellence in Education, 38(3), 232-241.
  • Woodside-Jiron, H. (2003). Critical policy analysis: Researching the roles of cultural models, power, and expertise in reading policy. Reading Research Quarterly, 38(4), 530-536.
  • Johnston, P., Woodside-Jiron, H., & Day, J.P. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233.
  • Lipson, M.Y., Mosenthal, J., Daniels, P., & Woodside-Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. The Elementary School Journal, 101(2), 209-231.
  • Allington, R.L., & Woodside-Jiron, H. (1999). The politics of literacy teaching: How "research" shaped educational policy. Educational Researcher, 28(8), 4-13.
  • Johnston, P., Woodside-Jiron, H., & Day, J.P. (2003/2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233. Reprinted in Writing Social Justice in the Arts and Humanities. Prentice/Roosevelt University.
  • Allington, R. L., & Woodside-Jiron, H. (2002). Decodable text in beginning reading: Are mandates and policy based on research? In R.L. Allington (Ed.), Big Brother and the National Reading Curriculum (pp. 195-216). Portsmouth, NH: Heinemann.
  • Allington, R.L., & Woodside-Jiron, H. (1998). 30 years of research in reading: When is a research summary not a research summary? In K. Goodman (Ed.), In defense of good teaching: What teachers need to know about the reading wars (pp. 143-157). York, ME: Stenhouse.

Education

  • Ph.D. in Reading and Literacy from State University of New York (SUNY) Albany