Donna Wake, Ed.D.
Professor/Director of Assessment and Accreditation
Mashburn 114
(501) 450-5497
Educational Background
Ed.D. Temple University, Philadelphia, PA. Curriculum, Instruction, and Technology in Education (Literature and Language Arts Focus)
M.A.,La Salle University, Education
M.A.,University of Arkansas at Little Rock, Art History
B. A., Hendrix College, English Literature
English Language and Literature
Teaching Field Specialization
Current Coursework
MAT 5310: Analysis and Practice of Teaching
MAT 6314: Diagnosis Reading/ECE
MAT 6320: Literacy Seminar for Teachers
Previous Coursework Taught
History of Modern Art
Contemporary Art
Theories of Human Learning
Literature for Children
Educational Technology
Middle Level Methods in Language Arts and Social Studies
Foundations of Reading
Methods of Teaching English in Secondary Schools
Developing Content Readers
Educational Assessment
Literature for Young Adults
Diverse Learners in Inclusive Settings
Teacher Leadership
Social Justice Topics in Teaching and Learning
Internship
Advanced Research Design: Mixed Methods
Advanced Qualitative Research
Research Interests and Areas
Wake, D., Miller, R., & Whittingham, J. (2018). Permission to teach: Program evaluation of the A+ Schools model. Pedagogies: An International Journal,13(1), 146-163. https://DOI:10.1080/1554480X.2018.1456340
Wake, D., & Mills, M. (2018). Edcamp: Listening to the voices of teachers. Issues in Teacher Education, 27(3), 90-106. https://www.itejournal.org/issues/fall-2018/10wake.pdf
Jackson, N., & Wake, D. (2018). Expanding the school to teacher pipeline: Growing our own teachers through a university-school partnership teacher cadet program. Paper presented at the Midsouth Educational Research Association (MSERA), Pensacola, FL.
Trumble, J., Wake, D., & Mills, M. (2017). Data driven decision making: Integrating authentic technologies in teacher preparation. Paper presented at the Society for Information Technology and Teacher Education (SITE), Austin, TX.
Bunn, G. & Wake, D. (2014). Motivating factors of nontraditional post-baccalaureate students pursuing initial teacher licensure. The Teacher Educator, xx(xx), xx-xx.
Wake, D. & Whittingham, J. (2013). Teacher candidates’ perceptions of technology supported literacy practices. Contemporary Issues in Technology and Teacher Education, 13(3). Retrieved from http://www.citejournal.org/vol13/iss3/languagearts/article1.cfm.
Wake, D. (2012). Exploring rural contexts with digital storytelling. Rural Educator, 33(3), 23-37.
Wake, D. & Mills, M. (2014). Edcamp: Listening to the voices of teachers. Paper accepted for presentation in “brief paper” category at the Society for Information Technology and Education (SITE) annual conference, Jacksonville, FL.
Wake, D. (2013). Authentic voices from the newly initiated: Graduate teacher education candidates blog about teaching and learning. Proceedings of the Society for Information Technology and Teacher Education (SITE) 2013 Annual Conference, New Orleans, LA.
Wake, D. (2013). Teacher centered paradigms in candidates’ perceptions of technology and literacy instruction. Proceedings of the Society for Information Technology and Teacher Education (SITE) 2013 Annual Conference, New Orleans, LA.
Wake, D. & Whittingham, J. (2013). Digital writing in the early grades: What emergent writers can teach us. Proceedings of the Society for Information Technology and Teacher Education (SITE) 2013 Annual Conference, New Orleans, LA.
Wake, D. & Modla, V.B. (2012). Using wikis with pre-service teachers: Promoting collaborative practice and contextual analysis. Journal of Research on Technology in Education, 44(3), 243-265.
Specialty Areas
Teacher Narrative
Writing Instruction/Writing Process
Critical Literacy
Diversity, Inclusion, and Equity
Multiliteracies
Teacher Education Reform
Technology Integration
Arts Integration
Assessment