Eastern Michigan University
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W. Douglas Baker


W. Douglas Baker 613C Pray-Harrold




PhD, 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. I chair the University Assessment Committee, the College of Arts and Sciences Assessment Committee, and the General Education Subcommittee on Assessment. I am also one of the co-directors of the Eastern Michigan Writing Project (EMWP). 

Nationally, I am Past Chair for the 2017 Midwinter Conference for the National Council of Teachers of English Assembly for Research (NCTEAR) and Past Chair of the Language and Social Processes SIG of the American Educational Research Association. 


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

Recent Publications and Presentations

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.