Christine Clayton

B.A. Stanford University
M.A. Stanford University
Ed.D. Teachers College, Columbia University
 

Courses Taught

Graduate Courses
ED 523: Middle Childhood / Early Adolescence, Community, Culture & Identity
ED 640: Secondary Methods: Learning to Teach
ED 656: Literacy in the Content Areas
ED 690: Teacher as Researcher

Undergraduate Courses
TCH 455: Middle Childhood / Early Adolescence, Community, Culture & Identity
TCH 323: Methods and Models of Teaching Adolescents
TCH 412: Literacy Instruction in the Secondary Schools

Grants
Teacher Leader Quality Partnership Grant (TLQP), New York State Education Department, Co-authored with Dr. Jim Kilbane, 2010

Research Interests

My passion revolves around figuring out dynamic ways for educators to learn so that they can sustain themselves in creating vibrant spaces for learning with their students. I am interested in promoting a vision of teachers as curriculum makers who can creatively negotiate the high-stakes curricular contexts we live in so they can build a life in teaching that is meaningful. I believe teachers can best do so with effective professional development that values teachers as thinkers and sustains them through participation in vibrant communities of practice. My work focuses on new teachers (learning to teach, reflective practice, quality, retention, and learning communities), social justice in teacher education, and curriculum design in high-stakes times.

Presentations

• Falk-Ross, F.. Babicz, D., & Clayton, C.D. (2010), Preservice teachers' considerations of the usefulness of media projects for students' literacy development. Literacy Research Association (NRC), Fort Worth, TX.
• Falk-Ross, F., & Clayton, C. D., (2010), Telling It Like It Is: Teacher researchers reflect on classroom research projects. Roundtable presentation for the Annual Conference of the American Educational Research Association, Denver, CO.
• Clayton, C.D., & Falk-Ross, F.,(2010), Incorporating technology use and new literacies knowledge in the education of future teachers. Faculty Institute at Pace University, Pleasantville, NY.
• Clayton, C. D. From program to practice: Preparing secondary teachers to use backwards design to develop curriculum. Association of American Colleges of Teacher Education, New Orleans, February 2008.

Publications:

• Cuddapah, J.L., & Clayton, C.D., (2011). Using Wenger's communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62 (1), 62-75.