Amanda Godley
Biographic Data
| ID | 4772957 |
|---|---|
| NAME | Amanda Godley |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Godley |
| SIGNATURE | GODLEY A |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-0700-4587 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Middle-level teachers’ integration of justice-oriented computer science instruction
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Toward the automated analysis of teacher talk in secondary ELA classrooms
The Reliability and Validity of Peer Review of Writing in High School AP English Classes
One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced Placement ( AP ) English students from diverse high school contexts can accurately assess their peers' wri…
Secondary Students’ Perceptions of Peer Review of Writing
Although multiple studies have found that peer review is an effective instructional practice for the teaching of academic writing in K–12 settings, little research exists that documents students’ views of peer review and the features that make peer review tasks useful or challenging for writing development. In this study, we investigated high school students’ perceptions of peer review through a questionnaire administered to 513 students from fou…
Forum: Equivocal Equity: The Struggles of a Literacy Scholar, White Middle-Class Urban School Parent, and Grassroots Activist
In this essay, I propose that literacy scholars who are parents, such as myself, rarely discuss how the choices we make in the education of our children sometimes conflict with our ideals as literacy researchers and problematize our praxis as scholars committed to social justice. I share examples from my own experience as a White, middle-class parent of children in an urban school district to demonstrate how my scholarship, advocacy for education…
Bidialectal African American Adolescents' Beliefs About Spoken Language Expectations in English Classrooms
This article describes the perspectives of bidialectal African American adolescents—adolescents who speak both African American Vernacular English ( AAVE ) and Standard English—on spoken language expectations in their English classes. Previous research has demonstrated that many teachers hold negative views of AAVE , but existing scholarship has not considered the perspectives of students themselves. For this study, 51 African American adolescent…
Meaningful Language and Grammar Curriculum for the High School English Classroom
Review Article| May 01 2010 MEANINGFUL LANGUAGE AND GRAMMAR CURRICULUM FOR THE HIGH SCHOOL ENGLISH CLASSROOM In Other Words: Lessons on Grammar, Code-Switching, and Academic Writing By David West Brown Portsmouth, N.H.: Heinemann, 2008. Pp. xxv + 150. ISBN 978-0-325-02188-1; $26.25 AMANDA J. GODLEY AMANDA J. GODLEY Search for other works by this author on: This Site Google American Speech (2010) 85 (2): 250–256. https://doi.org/10.1215/00031283-2…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Toward the automated analysis of teacher talk in secondary ELA classrooms
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
Meaningful Language and Grammar Curriculum for the High School English Classroom
Review Article| May 01 2010 MEANINGFUL LANGUAGE AND GRAMMAR CURRICULUM FOR THE HIGH SCHOOL ENGLISH CLASSROOM In Other Words: Lessons on Grammar, Code-Switching, and Academic Writing By David West Brown Portsmouth, N.H.: Heinemann, 2008. Pp. xxv + 150. ISBN 978-0-325-02188-1; $26.25 AMANDA J. GODLEY AMANDA J. GODLEY Search for other works by this author on: This Site Google American Speech (2010) 85 (2): 250–256. https://doi.org/10.1215/00031283-2…
Bidialectal African American Adolescents' Beliefs About Spoken Language Expectations in English Classrooms
This article describes the perspectives of bidialectal African American adolescents—adolescents who speak both African American Vernacular English ( AAVE ) and Standard English—on spoken language expectations in their English classes. Previous research has demonstrated that many teachers hold negative views of AAVE , but existing scholarship has not considered the perspectives of students themselves. For this study, 51 African American adolescent…
Forum: Equivocal Equity: The Struggles of a Literacy Scholar, White Middle-Class Urban School Parent, and Grassroots Activist
In this essay, I propose that literacy scholars who are parents, such as myself, rarely discuss how the choices we make in the education of our children sometimes conflict with our ideals as literacy researchers and problematize our praxis as scholars committed to social justice. I share examples from my own experience as a White, middle-class parent of children in an urban school district to demonstrate how my scholarship, advocacy for education…
The Reliability and Validity of Peer Review of Writing in High School AP English Classes
One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced Placement ( AP ) English students from diverse high school contexts can accurately assess their peers' wri…
Secondary Students’ Perceptions of Peer Review of Writing
Although multiple studies have found that peer review is an effective instructional practice for the teaching of academic writing in K–12 settings, little research exists that documents students’ views of peer review and the features that make peer review tasks useful or challenging for writing development. In this study, we investigated high school students’ perceptions of peer review through a questionnaire administered to 513 students from fou…
Toward the automated analysis of teacher talk in secondary ELA classrooms
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Middle-level teachers’ integration of justice-oriented computer science instruction
Pedagogy (11 works) · Psychology (11 works) · Sociology (9 works) · EFL/ESL Teaching and Learning (7 works) · Mathematics education (7 works) · Political science (7 works) · Computer Science (6 works) · Linguistics (6 works) · Multilingual Education and Policy (5 works) · Discourse Analysis in Language Studies (4 works)