Associate Professor

Dr. Woodside-Jiron is an Associate Professor of Education, teaching graduate and undergraduate courses including Ethics of Neuroscience in Education, Critical Issues in Language and Literacy, and Cultivating Children's Literacy.  Her research includes work on trauma-informed practices, self-efficacy, and mindfulness in education.

She has presented extensively at national and international conferences in education, psychology, and behavioral science. Her work appears in multiple books, including Neuroscience for Social Work, Writing Social Justice in the Arts and Humanities, and Introduction to Critical Discourse Analysis in Education.


Woodside-Jiron, H., Jorgenson, S., Strolin-Goltzman, J., & Jorgenson, J. (2019). “The glue that makes the glitter stick”: Preliminary outcomes associated with a trauma-informed, resiliency-based, interprofessional graduate course for child welfare, mental health, and education. Journal of Public Child Welfare,13(3),307-324. 10.1080/15548732.2019.1600630


Woodside-Jiron, H., Netcoh, S., & Suter, J. (2019). Emotional behavioral challenges and self-determination: A longitudinal multisite randomized control trial study of RENEW intervention in the U.S. Forum for International Research on Education.

Woodside-Jiron, H. (2017). Social emotional learning and today's challenges for children and families. Advances in Social, Emotional Learning Research, 10(2).

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.

Book Chapters

Woodside-Jiron, H., Strolin-Goltzman, J. & Suter, J. (2013). How neuroscience can inform educational practices for youth involved in the child welfare system. In Matto, H.C., Strolin-Goltzman, J. & Ballan, M. (Eds.) Neuroscience for social work: Implications for practice, policy, and research. New York: Springer Publications.

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.

Awards and Recognition

  • Outstanding Faculty Award, Alpha Chi Omega (2016)
  • HERS Fellow, University of Vermont (2014)
  • Finalist, Kroepsch Maurice Excellence in Teaching Award (2013)
  • Sustainability Fellow, University of Vermont (2011)
  • Recognition of Valuable Contributions to the Students of the University of Vermont (2006)

Associations and Affiliations

  • World Educational Research Association
  • American Educational Research Association
  • Society for Neuroscience - Vermont Chapter
  • Association for Moral Education
  • Vermont Women in Higher Education
Haley Woodside-Jiron

Areas of Expertise and/or Research

  • Neuroscience of education
  • Resilience
  • Trauma-informed instruction


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


  • (802) 656-3356
Office Location:

535 Waterman