professor, teacher education, special education, and curriculum and instruction department
Ph.D., University of Wisconsin-Madison
The social construction of school failure (and school success); "high expectation" curriculum in low achieving schools; struggling readers and writers; critiques of deficit thinking; classroom discourse/interpretive discussion; sociocultural models of language and literacy; Disability Studies; the impact of school failure on parents.
Dudley-Marling, C. & Paugh, P. (2009). A classroom teacher's guide to struggling writers. Portsmouth, NH: Heinemann.
Dudley-Marling, C. & Lucas, K. (2009). Pathologizing the language and culture of poor children. Language Arts.
Dudley-Marling, C. (2008). Home-school Literacy Connections: The Perceptions of African American and Immigrant, ESL Parents in Two Urban Communities. Teachers College Record, Volume 11 Number 7, 2009, http://www.tcrecord.org ID Number: 15307.
Dudley-Marling, C. (2008). Models matter: Toward a more inclusive approach to literacy instruction. Perspectives, Massachusetts Association for Supervision and Curriculum Development.
Dudley-Marling, C. (2007). Return of the deficit. Journal of Educational Controversy. Online
Dudley-Marling, C., Stevens, L.P., & Gurn, A. (2007). Critique of the report of the National Council on Teacher Quality (NCTQ). NCTE Council Chronicle.
Dudley-Marling, C., Jackson, J., & Stevens, L.P. (2006) Educational reform: Disrespecting students. Phi Delta Kappan. 87, 748-755. [reprinted Frieberg, K.L. (2007). Human Development. Boston, MA: McGraw Hill.]
Dudley-Marling, C., Abt-Perkins, D., Sata, K., & Delfe, D. (2006). Teacher quality: The perspective of NCTE members. English Education, 38(3), 167-193.
Dudley-Marling, C. & Paugh, P. (2005). The rich get richer, the poor get Direct Instruction. In B. Altwerger (Ed.), Reading for profit. Portsmouth, NH: Heinemann.
Dudley-Marling, C. (2005). Disrespecting teachers: Troubling developments in reading instruction. English Education, 37, 272-279.
Dudley-Marling, C. (2005). The complex relationship between reading research and classroom practice, Reasearch in the Teaching of English, 40, 127-130.
Dudley-Marling, C. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37, 482-490.
Dudley-Marling, C. & Paugh, P. (2004). The political power of progressive reading instruction. Reading and Writing Quarterly, 20, 385-399.
Dudley-Marling, C. (2004). A classroom teachers' guide to struggling readers. Portsmouth, NH: Heinemann.
Dudley-Marling, C., Abt-Perkins, D., Selfe, D., & Sato, K. (2004). Developing an NCTE position on teacher quality. The Council Chronicle, 14(2), 9.
Murphy, S. & Dudley-Marling, C. (Eds.) (2003). Language and Literacy Learning through Language Arts. Urbana, IL: National Council of Teachers of English.
Dudley-Marling, C. (2003). Certain knowledge in an uncertain world: Does knowledge of language help the classroom teacher? Ohio Journal of English Language Arts, 43, 8-17.
Dudley-Marling, C. (2003). How school troubles come home: The impact of homework on families of struggling learners. Current Issues in Education Online, 6(4).
Cochran-Smith, M. & Dudley-Marling, C. (2002). "Idiots" and the Masschusetts teacher test. English Education, 34, 104.
Dudley-Marling, C. (2001). School troubles: A mother’s burden. Gender and Education, 13, 183-197.
Dudley-Marling, C. & Edelsky, C. (Eds.) (2001). The fate of progressive language policies and practices. Urbana, IL: National Council of Teachers of English.
Dudley-Marling, C. (2000). A family affair: When school troubles come home. Portsmouth, NH: Heinemann.
Dudley-Marling, C. (1997). Living with Uncertainty: The messy reality of classroom practice. Portsmouth, NH: Heinemann. [winner of the James N. Britton Award for Inquiry in the English Language Arts]
Dudley-Marling, C. (1997). "I’m not from Pakistan": Multicultural literature and the problem of representation. The New Advocate, 10, 123-134.
Dudley-Marling, C. & Murphy, S. (1997). A political critique of remedial reading programs: The example of Reading Recovery. The Reading Teacher, 50, 460-68.
Rhodes, L.K. & Dudley-Marling, C. (1996). Readers and writers with a difference: A holistic approach to teaching struggling students, 2nd edition. Portsmouth, NH: Heinemann Educational Books.
Dudley-Marling, C. & Dippo, D. (1995). What learning disability does: Sustaining the ideology of schooling. Journal of Learning Disabilities, 28, 408-414. (Reprinted in Poplin, M. & Cousin, P. (Eds.) (1996). Alternative views of learning disabilities: Issues for the 21st century. Austin, TX: Pro-Ed.)
Dudley-Marling, C. & Searle, D. (Eds.) (1995). Who owns learning: Questions of autonomy, choice, and control. Portsmouth, New Hampshire: Heinemann Educational Books.