firstname.lastname@example.org | (208) 426-4233 | GW-103A
Amber Warrington is a former high school English language arts teacher who now teaches both undergraduate and graduate courses in English education. She also serves as a co-director of the Boise State Writing Project. Her current research explores how secondary English language arts teachers designed and implemented an anti-deficit approach to writing assessment.
- Ph.D.,Curriculum and Instruction, The University of Texas at Austin
- M.A., English, The University of Texas at San Antonio
- B.A., English, The University of Texas at Austin
Writing teacher education, writing assessment, critical literacy, teacher inquiry
- Hochstetler, S., Letcher, M., Jeffers, L., Warrington, A., & Buescher, E. (2016). “The biggest surprise was the feeling of empowerment”: Teachers sharing stories for advocacy and transformation. Voices from the Middle, 24, 44-47.
- Skerrett, A., Pruitt, A.A., & Warrington, A.S. (2015). Racial and related forms of specialist knowledge on English education blogs. English Education, 47, 314-346.
- Skerrett, A., Warrington, A.S., & Pruitt, A.A. (2014). Tools and processes for building racial knowledge on teacher education blogs. In P. J. Dunston, S. K. Fullerton, C. C., Bates, K. Headley, P. M. Stecker (Eds.) 63rd Yearbook of the Literacy Research Association (pp.130-141), Oak Creek, WI: Literacy Research Association.
- ENGL 301: Teaching English Composition
- ENGL 381: English Teaching: Writing, Reading, & Language
- ENGL 481: Literature for Use in Junior & Senior High School
- ENGL 582: Reading & Writing for Social Change