Molly Trinh Wiebe

Ph.D. in Language and Literacy Studies, The University of Texas at Austin, 2016

M.A. in Masters of Arts in Education: Option in Reading, California State University, Los Angeles, 2008

B.A. in Bachelor of Arts in Urban Learning with Professional Education Minor, California State University, Los Angeles, 2003

Research focuses on preservice teacher education, critical literacy pedagogy, and restorative practices in education.

Purdue University, Journal of Southeast Asian American Education and Advancement (JSAAEA), NAFEA Editorial Review Board(2014 - Present)

Worthy, J., DeJulio, S., Svrcek, N., Villarreal, D., Derbyshire, C., LeeKeenan, K., Wiebe, M., Lammert, C., Rubin, J. & Salmerón, C. (2016). Teachers' Understandings, Perspectives, and Experiences of Dyslexia. Yearbook of the Literacy Research Association.

Price-Dennis, D., Trinh Wiebe, M. & Fowler-Amato, M. (2014). Learning to develop a culturally relevant approach to 21st century writing instruction. Teaching/Writing: The Journal of Writing Teacher Education, 3(2).

The U.S. Department of Education: The Education Innovation and Research (EIR) Early-Phase Grant
The Education Innovation and Research (EIR) Early-Phase Grant is a partnership between Austin Independent School District (AISD) and The University of Texas at Austin to initiate whole school Restorative Practices in AISD.

Independent Inquiry Flag Course Development Award, The Center for the Skills and Experience Flags, The University of Texas at Austin (2019 - 2019)

Independent Inquiry Flag Course Development Award, The Center for the Skills and Experience Flags, The University of Texas at Austin (2017 - 2017)

Restorative Practices: Community Building Circles, College of Education, Department of Curriculum and Instruction, The University of Texas at Austin (2019)

Restorative Practices: Community Building Circles, College of Fine Arts, Department of Theatre and Dance Graduate Program, The University of Texas at Austin (2018)