Melissa Mosley Wetzel is an Associate 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), 359–378.
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.
Cori Salmeron, Ph.D., expected 2020 (Committee Member)
Charlotte Land, Ph.D., expected 2019 (Committee Member)
Catherine Lammert, Ph.D., expected 2019 (Committee Member)
My interests include the uses of project-based learning, inquiry, and informational texts in elementary education, preservice teacher education, and practice-based research. My approach to teacher education is aligned with a transformative activist stance.
Alina Pruitt (Committee Member)
Alina Adonyi Pruitt earned her Ph.D. in Language and Literacy Studies at UT Austin's Department of Curriculum and Instruction in the College of Education. Her research interests include racial literacy, antiracist education, teacher identity, and teacher agency. She is a veteran classroom teacher, a writing project teaching consultant, and has been a member of the teaching and learning community in Curriculum and Instruction since 2010.
Lo Dewalt (Co-supervisor)
I am interested in research on children's literature, in-service teacher professional learning, and literacy coaching.
