Scholars

Clinical Professor

Positions:

Clinical Professor, Teaching, Learning and Culture, College of Education and Human Development

overview

Dr. Sharon Matthews is a Clinical Professor of Literacy in the Department of Teaching, Learning, and Culture. Dr. Matthews utilizes her public classroom teaching experiences supported by ongoing supervision and research to guide the preparation of knowledgeable, decisive, and agentive preservice teachers who integrate literacy across all contexts. Her research interests include writing development, disciplinary literacy, and the critical selection and integration of diverse children's literature.

education and training

Ph.D. in Curriculum and Instruction, New Mexico State University - (Las Cruces, New Mexico, United States) 2007
M.Ed. in Administration, Curriculum and Supervision, University of Oklahoma - (Norman, Oklahoma, United States) 1999
B.S. in Education (magna cum laude), Texas State University - (San Marcos, Texas, United States) 1988

selected publications

Academic Articles13

Rios, A., Matthews, S. D., Zentell, S., & Kogut, A. (2024). More being, different doing: Illuminating examples of culturally relevant literacy teaching. 67(5), 283-293.
Moody, S. M., Matthews, S. D., & Eslami, Z. R. (2022). Translanguaging During Shared Read Alouds: A Case Study. 61(2), 113-136.
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Teaching and Teacher Education : An International Journal of Research and Studies. 109, 103544-103544.

SDG 4
Moody, S. M., & Matthews, S. D. (2020). Pathways to Becoming a Culturally Responsive Teacher: Narrative Inquiries into a Translanguaging Read Aloud. Journal of Curriculum Studies Research. 2(2), 170-188.

SDG 4
Guo, D., McTigue, E. M., Matthews, S. D., & Zimmer, W. (2020). The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review. Educational Psychology Review. 32(3), 627-656.

SDG 4

Chapters4

Moody, S. M., Matthews, S. D., & Eslami, Z. R. (2020). Bridging the Gap: The Use of Translanguaging in Shared Readings. Neokleous, G., Krulatz, A., & Farrelly, R. (Eds.), Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. 555-576. IGI Global.
Hodges, T. S., & Matthews, S. D. (2020). Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy. Sullivan, P. M., Lantz, J. L., & Sullivan, B. A. (Eds.), Handbook of Research on Integrating Digital Technology With Literacy Pedagogies. 52-71. IGI Global.

SDG 4
Hodges, T. S., Scott, C. E., Washburn, E. K., Matthews, S. D., & Gould, C. (2019). Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing. Mariano, J. G., & Figliano, F. J. (Eds.), Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments. 146-173. IGI Global.

SDG 4
Matthews, S. D., & Hodges, T. S. (2018). Stranger than nonfiction_ Identifying and modeling text structures in fiction picturebooks. Araujo, J. J., Babino, A., Cossa, N., & Johnson, R. D. (Eds.), Engaging All Readers Through Explorations of Literacy, Language and Culture. 91-106. Association of Literacy Educators and Researchers.