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Cathy Fleischer
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| Professor |
PhD, University of Michigan, 1990
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603A Pray-Harrold Ypsilanti, MI 48197
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734.487.0151
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cathy.fleischer@emich.edu
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| Biography:
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I started my career in teaching in 1978. After I graduated from college with a B.A. in English and a teaching certification, I taught Developmental Reading and Writing at Cape Cod Community College. I then moved to Charlottesville to complete my M.Ed. in English Education (with a specialty in the teaching of writing) from the University of Virginia, followed by a 5-year stint teaching high school English just outside Washington, D.C.
In 1985, I moved to Ann Arbor to work on my Ph.D. at the University of Michigan, which I completed in 1990. During that time I worked in a number of high schools, researching alongside teachers as we tried to learn more about adolescent literacy. In 1990, I began teaching here at EMU, where I teach courses in English education and literacy, work with undergraduate and graduate students, and co-direct the Eastern Michigan University Writing Project.
Over the past decade my research has focused mostly on teacher-research: how classroom teachers might reflect in a systematic and careful way on their classroom experiences in order to discover new ways of teaching and learning. I've done teacher-research myself, worked with groups of teachers as they have researched, and written articles and books and presented at conferences about this topic.
More recently, I've begun linking the notion of teacher-research to teacher-outreach and advocacy; in particular, looking at how teachers can work with networks of parents and other community members to help others understand effective classroom practices. In keeping with that, I co-coordinate (with Kim Pavlock) the Family Literacy Initiative for the Eastern Michigan Writing Project. We offer multiple workshops for parents about how they can best support their children and teen’s writing.
In addition to my teaching and research, I'm also co-director for Teacher Research for the Eastern Michigan Writing Project. In that capacity, I help facilitate a support group for teachers who are pursuing their own classroom research questions. And in the last few years, I’ve taken on a new role: Special Editor for the National Council of Teachers of English, where I’m developing an imprint of books entitled Principles in Practice, designed to help teachers connect some of NCTE research-based policies with classroom practice.
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| Courses:
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| Writing for Writing Teachers
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| Literacy and Written Literacy Instruction
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| Methods of Teaching Secondary English
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| Research in Written Communication
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| Issues in the Teaching of Writing |
| Issues in English Studies for Teachers |
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Recent Publications: |
Writing Outside Your Comfort Zone: The Unfamiliar Genre Project (with Sarah Andrew-Vaughan), Portsmouth, NH: Heinemann, forthcoming 2009.
“The Family Literacy Initiative: Creating Outreach and Partnerships with Families” (with Kim Pavlock). Language Arts Journal of Michigan. Spring/Summer 2008.
Becoming a Writing Researcher (with Ann Blakeslee). New York: Ehrlbaum Press, 2007.
“Researching Writing: The Unfamiliar Genre Project,” (with Sarah Andrew-Vaughan). English Journal. March 2006.
Writing Matters Kit. Urbana, Il: NCTE, 2005.
“Teach Writing, Not Testing: Some Worries About the SAT Writing Test,” (with Jean Ketter and Robert Yagelski), California English Journal. September 2005.
“Review of Genre Across the Curriculum,” www.ncte.org., August 2005.
“Professional Development for Teacher-Writers,” Educational Leadership, October 2004.
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