Chad H. Waldron, Ph.D.

University of Michigan - Flint, School of Education and Human Services, Faculty Member

Penn State Erie, The Behrend College, Childhood and Early Adolescent Education Program, Faculty Member

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Assistant Professor of Education, Literacy
Director of CAEP Accreditation
Address: School of Education and Human Services
Education Department
303 E. Kearsley St., 430 French Hall
Flint, MI 48502

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Judith L Green

University of California, Santa Barbara

Jo Tondeur

Vrije Universiteit Brussel

Andrea Hellman

Missouri State University

William H Teale

University of Illinois at Chicago

Donna Alvermann

The University of Georgia

Armando Marques-Guedes

UNL - New University of Lisbon

Nilgün Cevher Kalburan

Pamukkale University

Karen Wohlwend

Indiana University

Andrew Langille

York University

Jen Scott Curwood

The University of Sydney

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Teaching Documents by Chad H. Waldron, Ph.D.

LL ED 400.401.402: Literacy and Literature in Elementary Schools (PreK-4th Grade)

Telephone: (814) 898-6069 / (c) (814) 746-6380 Office: 161 Irvin Kochel Center Office Hours: M/W-... more

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ENGL 015 Rhetoric and Composition, Education Majors

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LL ED 497C: Special Topics- Children's Literature Through Picturebooks

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TE 846: Accommodating Differences in Literacy Learners

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TE 402/5: Crafting Elementary English-Language Arts

TE 802: Reflection & Inquiry into Teaching Practice I: Literacy

Conference Presentations by Chad H. Waldron, Ph.D.

Waldron, C.H. (2013). Reading, Reforms, and Resources: Surveying the Elementary Literacy Teacher in Contexts of Mandated Curriculum and Educational Policies. Paper presented at the American Reading Forum Annual Conference, Sanibel Island, FL, USA.

Educational reforms within the United States have altered the contexts in which elementary teache... more Educational reforms within the United States have altered the contexts in which elementary teachers are teaching literacy. These reforms, such as the federal No Child Left Behind Act of 2001 and the Reading First initiative, have changed the skills and strategies emphasized in instructional practices, particularly in the teaching of reading. In turn, these skills and strategies have influenced the ways in the teaching of reading is delivered to our students nationwide. These policies and reforms within the U.S. have led to more prescriptive curriculum and mandated instructional delivery in the classroom setting (Cambourne, 2004). The requirements and resources that teachers have for their classroom instruction in literacy have the potential to vary widely across contexts. These variations can impact the types of instructional opportunities or literacy learning that students are provided, as they become readers and writers.

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Waldron, C.H. (2013). Bricolage or fidelity: How elementary interning teachers negotiate curriculum, professional learning, and local contexts. Paper presented at the Literacy Research Association Annual Conference, Dallas, Texas, USA.

Test-based accountability dominates educational policy and efforts to raise student achievement o... more Test-based accountability dominates educational policy and efforts to raise student achievement on standardized reading and math assessments. This case study followed three elementary preservice teachers completing a yearlong internship as they negotiated test-based accountability within three different school contexts. The research question was: How do elementary preservice teachers learn to teach literacy to increase student achievement within the contexts of required literacy curriculum and complex educational policies? These three cases contribute to the understanding of how beginning teachers develop a deeper understanding of teaching practices and literacy instruction that are characterized by increasing pressures to raise students' achievement.

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Florio-Ruane, S. & Waldron, C.H. (2013). The challenge of learning to teach literacy in contexts of mandated curriculum, standardization, and high-stakes testing. Paper presentation at the Annual Ethnography in Education Forum at the University of Pennsylvania, Graduate School of Education.

Waldron, C.H. & Florio-Ruane, S. (2013). Preparing teachers for our time: Relationship, coherence, and agency. Research poster presented at the Annual Meeting of the International Reading Association, San Antonio, Texas.

Florio-Ruane, S. & Waldron, C.H. (2013). Too complex to change? Intern teachers’ Local decision making in contexts of mandated reform. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Books by Chad H. Waldron, Ph.D.

Malette, M. H., Duke, N.K., Strachan, S. L., Waldron, C. H., & Watanabe, L.M. (2013). Synergy in literacy research methodology. In D.E. Alvermann, N. Unrau, and R.B. Ruddell (Eds.), Theoretical models and processes of reading (Sixth Edition, pp. 91-128).

Papers by Chad H. Waldron, Ph.D.

“Dream More, Learn More, Care More, and Be More”: The Imagination Library Influencing Storybook Reading and Early Literacy

Reading Psychology, 2018

Abstract This study examined the free book giving program of Dolly Parton's Imagination Libra... more Abstract This study examined the free book giving program of Dolly Parton's Imagination Library and its influence upon storybook reading and early literacy within one county-wide setting in the United States. Family literacy and early literacy experiences are known to be critical to young children's literacy development. The study found that childre who received the Imagination Library books were statistically different from those children who did not participate in the free book giving program. This study has implications for the early literacy outcomes for young children and their families, as well as other communities who utilize Dolly Parton's Imagination Library.