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Anne Peel

Anne Peel


Scholarly Interests:  Adolescent multiliteracies, writing engagement, and critical literacy pedagogy in inclusive classrooms

Courses Taught: Elementary Literacy Methods (RAL 221: Literacy Strategies & Assessment in Elementary Education; RAL 321: Literacy Learning Across the Curriculum), Secondary and Content Literacy Methods (SPE 323: Content Literacy in the Inclusive Classroom; RAL 328: Reading in Secondary Classrooms), Children’s Literature (RAL 225: Children’s Literature; HON 270: Honors Children’s Literature; RDLG 530:Educator’s Perspectives on Teaching Children’s Literature), Graduate Literacy (RDLG 672: Advanced Methods of Teaching Reading: Theory, Research and Practice; RDLG 673: Writing Process in Literacy Development), and Freshman Seminar Program (FSP 101: The Machine Stops—Dystopias Real and Imagined; FSP 162: Whose Grammar Is IT—The Myth of Standardized English)

Achievements: Anne taught high school English for 14 years in public schools in Philadelphia and New Jersey and continues to maintain collaborations with multiple districts across New Jersey, providing professional development support in literacy instruction. Her scholarship has been published in English Journal, Journal of Language and Literacy Education, and Literacy among others, and she has presented her research at numerous national and international conferences.  She was awarded the Edward Fry Graduate Fellowship in Literacy from Rutgers University.


Peel, A. (2017). Complicating canons: A critical literacy challenge to Common Core assessments, Literacy

Slobodzian, J., Pancsofar, N., Hall, M., Peel, A. (2016). A closer look at the pragmatic model of mentored undergraduate research in a school of education. Council of Undergraduate Research Quarterly

Peel, A. (2014). Writing between the lines: Aaliyah’s dialogic strategies for overcoming academic writing disengagement. Journal of Language & Literacy Education

Peel, A. (2014). Revisiting Dewey in the age of Common Core: Confessions of an unwilling de-constructivist. English Journal

Madden, L., Peel, A., & Watson, H. (2014). The poetry of dandelions: Merging content-area literacy and science content knowledge in a 4th grade science classroom. Science Activities


Selected Conference Presentations

Peel, A.  (November, 2016). Listening like writers, podcasting like readers: Moving adolescents’ funds of rhetoric into the writing workshop. Literacy Research Association Annual Conference

Peel, A. (July, 2016). “I’ll give ‘ya two dreams for one destruction”: Re-mixing poetry to support the learning needs of middle school students with LD. International Literacy Association Annual Conference

Peel, A. (November, 2014). New media memoirs. Annual Convention of the National Council of Teachers of English

Peel, A. (July, 2014) “Hurry up and do it:” Negotiating academic writing anxiety. International Conference on Learning hosted by The Learner Community

Peel, A. (June, 2013). “You got any more like this?” Using high-interest young adult literature in language arts classrooms. Invited talk at the annual conference of the New Jersey Coalition for Inclusive Education

Peel, A. (2013, July). Back and forth: The effect of dialogic writing engagement on learning outcomes among adolescent students. International Conference of the United Kingdom Literacy Association

 Peel, A. (2013, February) Critical approaches to literacy developmentEthnography in Education Research Forum at the University of Pennsylvania, GSE

Peel, A. (2012, February) From whack to fresh: Understanding the effects of on-line writing on engagement and writing outcomes among struggling and resistant adolescent male writers. Annual Ethnography in Education Research Forum at the University of Pennsylvania, GSE  

Peel, A. (2010, November). Bat Boy Lives! Engaging adolescent boys in the high school English classroom. National Council of Teachers of English Convention  

Degrees:  Ed.D., Rutgers University, Literacy; M.Ed. University of Pennsylvania, Secondary Education; B.A., Vassar College, English Literature, with distinction