Graduate

Miriam Stroder

Professor

Professor Stroder prepares pre-service and inservice candidates to be culturally responsive facilitators of literacy learning for ALL students.  She received her BSE in Early Childhood/Elementary Education from the University of Arkansas at Little Rock and completed her MAE in Education with a Reading and Writing Endorsement at Western Kentucky University.  While at WKU, she earned three academic achievement awards:  The Literacy Service Award as well as the 2008 College of Education and Behavioral Sciences Outstanding Graduate Student Award and the Departmen

Degrees: 

BSE, Early Childhood and Elementary Education dual degree

MAE, Reading and Writing Endorsement

ABD, Doctoral Candidate – Curriculum and Instruction; Literacy Education

Selected/Recent Publications: 

Stroder, M. (2008). Effects of culturally responsive teaching practices on the literacy learning of

        Latino students (Masters Thesis).  Retrieved from TopSCHOLAR:

        http://digitalcommons.wku.edu/theses/29/

Presentations: 

CONFERENCE PRESENTATIONS

REFEREED – National

              Powers, S. W., Cox, A., Wheeler, T., & Stroder, M. (2015).  A personal and professional application: Sharing the framework of a collaborative self-excavation project for public scholars.  Roundtable forum presentation at AERA, Washington DC, April 10, 2016. 

             Powers, S. W., Cox, A., Wheeler, T., & Stroder, M. (2015).  A collaborative self-excavation project: Advancing justice in education for all students.  Paper/symposium presentation at AERA, Chicago, IL, April 18, 2015.  

            Powers, S. W., Cox, A., Wheeler, T., & Stroder, M. (2014).  Policy and practice: A call to abandon the continuation of the legacy of educational inequities.  Paper/symposium presentation at AERA, Philadelphia, PA, April 6, 2014. 

            Powers, S. W., Cox, A., Wheeler, T., Zippay, C., & Stroder, M. (2013).  Teacher educators: Using access to promote equity in the classroom and academy. Paper/symposium presentation at AERA, San Francisco, CA, May 1, 2013.

            Powers, S. W., Cox, A., Wheeler, T., Zippay, C., & Stroder, M. (2011).  Teacher educators: Using critical race theory as a "call to context.”  Paper/symposium presentation at AERA, New Orleans, LA, April 12, 2011.

            Stroder, M. (2010).  Effects of culturally responsive teaching practices on the literacy learning of Latino students. Paper/Symposium Session presentation at AERA, Denver, CO, May 4, 2010.

            Cox, A., Powers, S. W., Wheeler, T., & Stroder, M. (2010).  Walking the walk? Examining the cultural responsiveness of six elementary teachers through their literacy practices in diverse classrooms. Paper presented at AERA, Denver, Colorado, May 4, 2010.

 

INVITED PRESENTATIONS

            Powers, S. W., Wheeler, T., Cox, A., Zippay, C., & Stroder, M. (2012).  “When silence becomes a form of betrayal: Investigation of critical race theory and equity pedagogy.” Longwood University Faculty Professional Development Seminar, Farmville, VA, January 23-24.

Current research/scholarship: 

Research Interests

Research interests include socio-cognitive and sociocultural literacy learning and teaching aspects, multicultural education and culturally responsive literacy instructional applications and implications, teacher efficacy, and qualitative research methods.

2012- present - Dissertation Research Project: “Precursors of Teachers’ Sense of Efficacy

                        to Address the Literacy Learning of Diverse Students”

2011- present - A Scholarly Personal Narrative (SPN) approach to the Examination of Critical

                        Race Theory and Teacher Preparation, research project with Powers, S. W.,

                        Wheeler, T., & Cox, A.

Teaching Interests

Teaching interests include instructing undergraduate and graduate education classes, educating and researching collaboratively concerning literacy, culturally responsive instructional environments and teaching methods, disciplinary knowledge acquisition, as well as the appreciation and implementation of students’ home cultural languages to build new literacy skills.

Affiliations: 

American Education Research Association (AREA) (2009 to present)

International Literacy Association (ILA) (2004 to present)

Association for Supervision and Curriculum Development (ASCD) (2010 to present)

Learning to Teach, and Teaching to Learn

In a series of features, we’ll highlight some of Asbury University’s students who are enrolled in “non-traditional” programs — Online, Degree-completion and Graduate. To find out more about these programs, please visit: Asbury University Online, Adult Professional Studies, School of Education Graduate Degrees.

A Tradition of Excellence

Asbury University graduate students spent time in a local elementary school during their course work.
Asbury University graduate students spent time in a local elementary school during their course work.

The traditional path to success in the United States, educationally speaking, goes something like this: high school, college, job.

Principal Licensure Program approved

Principal Lincensure Program approved
Principal Lincensure Program approved

WILMORE, KY—Asbury College’s School of Graduate and Professional Studies is proud to announce the approval of the Principal Licensure Program by the Kentucky Education Standards Board.

Undergraduate, graduate and degree completion Preview Events, Jan. 28-30

WILMORE, KY—Asbury College is hosting a preview weekend for prospective undergraduate, graduate and degree completion students, Jan. 28-30. The Master of Social Work Program, the Master of Arts in Education Program, and the ACHIEVE Degree Completion Program are hosting preview events for the benefit of prospective students. These events will be held during the Asbury College’s Preview Weekend for traditional undergraduate students.

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