W. Douglas Baker
Director, Academic Assessment & Assurance (I)
Provost's Office
101C Boone Hall
Education
- Ph.D., University of California, Santa Barbara
Interests and Expertise
I teach courses on literacy and instructional methods for secondary school teachers and research methods for writing researchers. Currently, I am Director of Academic Assessment & Assurance (I).
Courses
- Introduction to English studies
- Issues of teaching writing
- Literacy and written instruction
- Research in theory and practice in writing
- Topics in assessing writing
- Teaching English in the Secondary Schools
- Writing for Secondary Teachers
Publications and Presentations
Books
Bloome, D., Powers-Carter, S., Baker, W.D., Castanheira, M.L., Kim, M., and Rowe, L. (2022). Discourse analysis of languaging and literacy in educational settings: A microethnographic perspective. Routledge.
Green, J. L., and Baker, W.D. (Eds.). (2017). Interdisciplinary and intercultural programmes in higher education: Exploring challenges in designing and teaching. London: Routledge.
Book Chapters/Articles
Baker, W.D., Machtmes, K., and Green J. (2024). Positioning theory and interactional ethnography: Complementary approaches to examining positions and positioning processes. In M.B. McVee, L. Van Langenhove, C. Brock, and B.A. Christensen, The Routledge InternationalHandbook on Positioning Theory (pp. 218-239). Taylor & Francis.
Baker, W.D., Machtmes, K., and Green, J.L. (2023). Making transparent an IE logic-of-inquiry and analyses: On ethnographer-as-learner and theory building. A. Skukauskaite & J. Green, Interactional Ethnography: Designing and conducting discourse-based ethnographic research. Routledge.
Green, J.L., Brock, C., Baker, W.D., & Harris, P. (2020). Positioning theory as an analytic lens and explanatory theory. In N.S. Nasir, C.D. Lee, R. Pea, & M.M. de Royston (Eds.) Handbook on cultural foundations of learning (pp. 119-140). NY: Routledge. https://doi.org/10.3102/0091732X20903121.
Baker, W.D. (2020). Transforming classroom discourse as a resource for learning: Adapting interactional ethnography for teaching and learning. In E. Manalo (Ed.) Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 105-119). NY: Routledge.
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.
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.
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.
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.