Professor, English Education and Language, Literacy & Culture
Center Associate, Learning Research & Development Center
My research focuses on high school literacy instruction, predominantly in urban schools. One line of my research explores the design and implementation of grammar and language instruction in English Language Arts classes. I use research from the field of sociolinguistics to study how language and grammar can be taught in accurate, useful, and critical ways. I have worked with multiple teachers to design what we call Critical Language Pedagogy, study its enactment, and study students' responses. This line of research has focused on how African American students perceive dialect diversity, linguistic prejudices, and their own language use, including code-switching and code-meshing. Currently, I am working with Dr. Jeff Reaser on a study of how preservice English teachers develop useful sociolinguistic knowledge that can inform their literacy instruction. This line of research has been funded by the American Educational Research Association (AERA), a National Academy of Education/Spencer Foundation Postdoctoral Fellowship, and a Spencer Foundation Small Grant.
My second line of research centers on writing instruction in high schools, specifically, how well-designed peer review can help the development of high school students' academic writing across disciplines. I am currently working with Dr. Chris Schunn and Dr. Diane Litman on two related projects: the development of "intelligent scaffolding" tools for an online peer review system to improve high school students’ writing (funded by the Institute for Education Sciences), and the development of an online "ecosystem" for high school science teachers designed to help them support students’ science writing using peer review (funded by the National Science Foundation).
Schunn, C.D., Godley, A.J. & DeMartino, S. (in press). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent and Adult Literacy.
Loretto, A., DeMartino, S. & Godley, A.J. (2016). Secondary students’ perceptions of peer review of writing. Research in the Teaching of English, 51(2), 134-161.
Schunn, C.D., Godley, A.J. & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent and Adult Literacy, 60(1), 13-23.
Godley, A.J., Monroe, T. & Castma, J. (2015). Increasing access to and success in Advanced Placement English in Pittsburgh Public Schools. English Journal, 105(1), 28-34.
Godley, A.J., Reaser, J. & Moore, K. (2015). Pre-service English language arts teachers’ development of critical language awareness for teaching. Linguistics and Education, 32(a), 41-54.
Godley, A.J. & Loretto, A. (2013). Fostering counter-narratives of race, language, and identity in an urban English classroom. Linguistics and Education, 24, 316-327.
Godley, A.J. & Escher, A. (2012). Bidialectal African American adolescents’ views on spoken language expectations in English classrooms. Journal of Adolescent and Adult Literacy, 55, 704-713.
LRDC Center Associate and Associate Professor, Education, Amanda Godley has been named co-editor of the academic journal English Teaching: Practice and Critique.
November 14, 2016
The National Science Foundation (NSF) IIS Division of Information and Intelligent Systems awarded a grant to Principal Investigator Rebecca Hwa, Associate Professor, Computer Science, and co-PIs Diane Litman, Faculty, Intelligent Systems Program, Professor, Computer Science, and LRDC Senior Scientist, and Amanda Godley, Associate Professor, English Education and Language, Literacy & Culture, and LRDC Center Associate, for "Development of Human Language Technologies to Improve Disciplinary Writing and Learning through Self-Regulated Revising."
September 5, 2017
Amanda Godley, Professor, Education, and LRDC Center Associate, is co-PI on a recently awarded NSF Cyberlearning grant entitled “Cyber-enabled Teacher Discourse Analytics to Empower Teacher Learning” with Sidney D’Mello, PI (University of Colorado), Sean Kelly, co-PI (University of Pittsburgh) and Patrick Donnelly, co-PI (California State University, Chico).
September 11, 2017