Melissa Mosley Wetzel is Professor of Language and Literacy. Her research and teaching focus on how preservice teachers integrate critical literacy and culturally relevant practices into their field-based literacy teaching experiences. She studies the preparation of teachers in relationship to mentoring and coaching, as well. She is also interested in critical literacy learning across the lifespan, particularly how teachers and students together design literacy practices that are transformative. She draws on qualitative methods in her work, primarily critical discourse analysis and ethnography.
Focuses on how preservice teachers integrate critical literacy and culturally relevant practices into field-based literacy teaching.
Associate Chair, Curriculum & Instruction(2015 - Present)
Member, Early Career Award Committee, Literacy Research Association(2015 - Present)
Member, Teacher Education Committee, College of Education, The University of Texas at Austin(2015 - Present)
Mosley Wetzel, M., Hoffman, J.V. & Maloch, B. (2017). Coaching with CARE: A Model of Reflective Teacher Development. New York, NY: Routledge.
Mosley Wetzel, M., Maloch, B. & Hoffman, J.V. (2016). Retrospective Video Analysis: A Reflective Tool for Teachers and Teacher Educators. The Reading Teacher. doi:10.1002/trtr.1550.
Mosley Wetzel, M., Maloch, B., Hoffman, J.V., Taylor, L., Vlach, S.K. & Greeter, E. (2015). Developing Mentoring Practices Through Video-Focused Responsive Discourse Analysis. Literacy Research: Theory, Method and Practice, 64(1), 359378.
Hoffman, J.V., Mosley Wetzel, M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S. & Vlach, S.K. (2015). What we can learn from studying the coaching interactions between cooperating teachers and preservice teachers around practice?: A literature review. Teaching and Teacher Education, 52, 99–112.
Rogers, R. & Mosley Wetzel, M. (2013). Designing Critical Literacy Education through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher-Researchers. New York, NY: Routledge.
Mosley, M. & Zoch, M. (2012). The Transformation of Practices in a Cross-Cultural Adult Literacy Practicum for Elementary Preservice Teachers: Culturally Responsive Teaching as Praxis.. Teaching and Teacher Education, 28(1), 66–77.
Mosley, M. & Rogers, R. (2011). Inhabiting the Tragic Gap: Preservice Literacy Teachers Constructing Anti-Racist Identities.. Teaching Education, 22(3), 303–324.
Rogers, R., Mosley, M., Kramer, M. & Literacy for Social Justice, Teacher Research Group. (2009). Designing Socially Just Learning Communities: Critical Literacy Education Across the Lifespan.. New York: Routledge.
Kerry Alexander, Ph.D., expected 2023 (Supervisor)
Kerry is a PhD student in Language and Literacy Studies at the University of Texas at Austin. Her research considers the pedagogical implications of, and alternatives to, white language ideologies in elementary writing instruction. She asks how teachers can expand critical linguistic consciousness by learning with and from their students in community and, in particular, how race, racism, and language are intertwined in neoliberal ethics of care and success.
Heather Dunham, Ph.D., expected 2023 (Supervisor)
Erica Steinitz, Ph.D., expected 2021 (Supervisor)
Lakeya Omogun (Committee Member)
Jessica Murdter-Atkinson (Supervisor)
