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Donna Wake, Ed.D.

Professor/Director of Assessment and Accreditation

dwake@uca.edu

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