PhD, University of California, Santa Barbara
After eleven years of teaching high school English in central California, I returned to graduate school to learn more about teaching and learning and how to prepare teachers for the classroom. I teach courses on literacy and instructional methods for secondary school teachers and students, and research methods for writing researchers.
Currently, I am the chair for the 2016 Midwinter Conference for the National Council of Teachers of English Assembly for Research (NCTEAR)--for more information about the conference, please visit nctear.org. I am past chair of the Language and Social Processes SIG of the American Educational Research Association, and I am one of the co-directors of the Eastern Michigan Writing Project (EMWP). I also chair the University Assessment Committee, the College of Arts and Sciences Assessment Committee, and the General Education Subcommittee on Assessment.
Introduction to English Studies
Issues of Teaching Writing
Literacy and Written Instruction
Research in Theory and Practice in Writing
Teaching English in Secondary Schools
Topics In Assessing Writing
Writing for Secondary Teachers
Baker, W.D., and Däumer, E. (2015). Understanding understanding: Implications of interdisciplinary articulation for instruction and assessment. Language Arts Journal of Michigan, 31(1), 28-38. http://scholarworks.gvsu.edu/lajm/vol31/iss1/6/
Baker, W.D., and Green, J. (2015). Transdisciplinary dialogues through interactional ethnographic studies: A commentary on Skinner. Mind, Culture, and Activity: An International Journal, 22(4), 364-370. DOI: 10.1080/10749039.2015.1084327.
Dark, T. and Baker, W.D. (2015). Entering the Conversations, practices and challenges of multimodality texts. Teaching/Writing: The Journal of Writing Teacher Education v. 4(1), 65-93. http://scholarworks.wmich.edu/wte/vol4/iss1/4/.
Baker, W.D., and Däumer, E. (2015). Designing interdisciplinary instruction: Exploring disciplinary and conceptual differences as a resource.” Pedagogies: An International Journal v. 10(1), 38-53. DOI: 10.1080/1554480X.2014.999776.
Baker, W.D., and Green, J.L. (2015). Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education. Pedagogies: An International Journal v. 10(1), 1-4 (editorial for special issue). DOI: 10.1080/1554480X.2014.999776.
Dunbar, M., and Baker, W.D. (2014). Teaching as emotional labor: Preparing to interact with all students.” Language Arts Journal of Michigan v. 30(1), 32-40.
Green, J. L., Skukauskaite, A., and Baker, W.D. (2012). Ethnography as epistemology: An introduction to educational ethnography. In J. Arthur, M. Waring, R. Coe, & L. V. Hedges (Eds.) Research Methodologies and Methods in Education (309-321). London: SAGE.
Baker, W.D., and Green, J.L. (2011). A microethnographic approach to exploring positioning theory as educational action. In C. Brock, M. McVee & J. Glazier (Eds.) Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative and Power in Diverse Educational Contexts. Cresskill, NJ: Hampton Press.
Baker, W.D., Green, J.L., and Skukauskaite, A. (2008). Video-enabled ethnographic research: A mircroethnographic perspective. In G. Walford (Ed.) How to do Educational Ethnography (77-114). London: Tufnell Press.
National Council of Teachers of English Assembly for Research (NCTEAR)
February 5-7, 2016
Eastern Michigan University
Theme: Making Research Persuasive: The Value, Purpose, and Methodology of Our Work
Mentoring Workshop for Early Career Scholars - February 5
For more information about the program and invited speakers, please go to nctear.org.
Conference Hotel: Ann Arbor Regents
Go to nctear.org for more information about registration and hotel reservation.