Dr. Elizabeth Ries is an assistant professor of instruction and cohort coordinator at The University of Texas at Austin. Previously, Elizabeth was an elementary school teacher in Texas, working with students in primary grades and serving as a cooperating teacher for teacher preparation programs. Elizabeth earned her bachelor's, masters, and doctorate degrees from the University of Texas at Austin, with a focus on language and literacy studies. In her time at UT, Elizabeth has worked as a field supervisor, teaching assistant, assistant instructor, and graduate research assistant. Elizabeth's research interest include preservice teacher preparation, coaching and mentoring preservice and early career teachers, and culturally sustaining approaches to literacy instruction.
Ph.D. in Curriculum and Instruction, The University of Texas at Austin, 2023
M.Ed. in Curriculum and Instruction, The University of Texas at Austin, 2019
B.S. in Applied Learning and Development, The University of Texas at Austin, 2011
preservice teacher preparation, coaching and mentoring preservice and early career teachers, culturally sustaining literacy instruction
Ries, E., Dunham, H., Corriston, K., Alexander, K., Taylor, V. & Wetzel, M. (2023). Look to the side: Peer partnerships in preservice literacy teacher education.
Literacy Research: Theory, Method, and Practice,
72(1), 258–277.
https://doi.org/10.1177/23813377231182096.
Wetzel, M., Maloch, B., Alexander, K., McClean, J., Murdter-Atkinson, J. & Ries, E. (2023). Reading into statistics: Systems analysis and action in an early career mentor community..
Literacy Research: Theory, Method, and Practice,
72(1), 278–299.
https://doi.org/10.1177/23813377231184739.
Ries, E., Holyoke, E., Dunham, H., Young, M., Wetzel, M., Garcia, C., Payne, K., Wilhelm, A., Estrada, V., Maurer, A. & Trautman, K. (2023). Learning to expand our communities to support coaching for equity: A collaboration of seven university-based teacher preparation programs.
International Journal of Mentoring and Coaching in Education.
https://www.emerald.com/insight/content/doi/10.1108/IJMCE-10-2022-0087/full/html.
