Pamela Hartman has more than 20 years experience as an educator at both the university and secondary levels. She has published on literacy teaching and learning, including on how literacy development intersects with issues of gender and social class. In addition, her research focuses on using problem-based learning and the arts to teach literacy. She teaches courses in English education methodology, reading, young adult literature, and multicultural American literature.
Director of English Education, 2009-2015, 2017-present
Ph.D., English Education: State University of New York at Buffalo, 2001
Dissertation: White, Working-Class Girls Constructing Literacy and Gendered Identities. Committee: Dr. Suzanne Miller, English Education (director); Dr. James Collins, English Education; Dr. Lois Weis, Sociology of Education.
Ed.M., English Education: State University of New York at Buffalo, 1997
B.A., English: Western Michigan University, 1989
Research and Publications
Hartman, Pamela, Renguette, Corinne, & Seig, Mary Theresa, "Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms." (2018). The Interdisciplinary Journal of Problem-Based Learning. Vol. 12, Iss. 1, Purdue. https://docs.lib.purdue.edu/ijpbl/vol12/iss1/6/
Hartman, P., Berg. J, & Knauer, E., “Using artist response strategies responsibly and meaningfully in the ELA” (accepted book chapter 2017). A Symphony of Possibilities: A Handbook of for Arts Integration in Secondary English Language Arts. NCTE publications. (27 pages manuscript).
“Loud on the Inside: Working Class Girls, Gender, and Literacy.” Research in the Teaching of English (August 2006): 82-117. Research in the Teaching of English (RTE) publishes scholarship that explores issues in the teaching and learning of literacy at all levels. Drawing on diverse empirical and intellectual traditions, RTE articles are methodologically and theoretically explicit, and raise issues of significance for language arts practice and policy. RTE is considered the top research journal in the field of English Education and has had approximately a 7% acceptance rate.
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