About Us

Terri L. Rodriguez is Professor of Education at the College of St. Benedict and St. John’s University and a former secondary English teacher. Her recent research focuses on teacher preparation for diversity, equity, and social justice. Her work has been featured in journals such as English Education, The European Educational Researcher, Literacy Research and Instruction, Multicultural Perspectives, Linguistics and Education, The New Educator, and Teaching and Teacher Education. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms (2017) published by Rowman & Littlefield. She can be contacted at trodriguez@csbsju.edu

Heidi L. Hallman is Professor of Curriculum and Teaching in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include how prospective teachers are prepared to teach in diverse school contexts as well as professional development opportunities for teachers. Hallman is the co-author of Secondary English Teacher Education in the United States (2018, Bloomsbury), winner of the 2018 Richard A. Meade award for research in English education. She is also co-author (with Melanie Burdick) of Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015). Hallman’s work has been published in English Education, Teaching Education, Teacher Education Quarterly, Equity & Excellence in Education, Journal of Adolescent & Adult Literacy, English Journal, Reflective Practice, and Multicultural Perspectives, among others. She can be contacted at hhallman@ku.edu

Kristen Pastore-Capuana is Assistant Professor of English Education at Buffalo State College where she teaches undergraduate and graduate English language arts education courses and coordinates field experiences and community partnerships. A former high school English teacher in Western New York, Pastore-Capuana’s 14 years of experience informs her work as a researcher and teacher educator. Her research interests include critical literacy pedagogy, secondary English language arts teacher development, and teacher development. She recently co-edited (with Heidi Hallman and Donna Pasternak) two collections examining English language arts methods courses: Using Tension as a Resource: New Visions in Teaching the English Language Methods Class (Rowman and Littlefield, 2019) and Possibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization (Roman and Littlefield, 2019. She is also the assistant director of the Western New York Network of English Teachers (WNYNET- http://www.wnynet.org/). She can be contacted at pastorka@buffalostate.edu.