- Texas A&M University-Corpus Christi, Corpus Christi, Texas, 2012. PhD in Curriculum and Instruction with a Literacy Emphasis. Research focus: Pedagogical growth of the novice literacy educator and how they create ownership and identity through their trainings.
- Texas A&M University-Corpus Christi, Corpus Christi, Texas, 2004. M.S. in Curriculum and Instruction with a Reading Emphasis. Thesis/Capstone title: Reliving the Art of Literature: Creating Motivation through Reader’s Response.
- Texas Tech University, Lubbock, Texas, 1992. B.S. Multidisciplinary Studies with an Emphasis on Elementary Education. Minor in American History.
Areas of Expertise
metacognition; comprehension; readers response; writing; word study; content language literacy; novice teachers; reading assessment; reading specialist candidates; qualitative
Patricia M. Durham, Ph.D., is an Associate Professor in the School of Teaching and Learning at Sam Houston State University. She earned her PhD in Curriculum and Instruction with a Literacy Emphasis in 2012. Her research interests include content language literacy, metacognitive processes related to readers response, and novice educators’ pedagogical content knowledge ownership. Her research has appeared in such journals as the Journal of Research in Childhood Education, The Texas Journal of Literacy Education, and in The Association of Literacy Educators and Researchers Yearbook. Dr. Durham has 14 years’ experience in elementary classrooms, and as held the role of campus Reading Specialist.
Durham, P. & Reed. J. (revise/resubmit). Building Pedagogical Content Knowledge and Ownership through Fostering an Understanding of Content Language Fluency.
Young, C., Durham, P., & Dominguez, C. (2018). A stacked approach to reading intervention: Increasing second and third graders’ independent reading levels with Read Two Impress. Journal of Research in Childhood Education, 32. DOI: 10.1080/02568543.2017.1418771
Durham, P. & Ingram, J. (2016). Viewing content curriculum through the lens of language acquisition: A content analysis. READ: An Online Journal for Literacy Education, 2, 6-17.
Durham, P. & Raymond, R. (2016). Building Cognitive Reading Fluency through ‘Tagging’ for Metacognition. The Texas Journal of Literacy Education, 4, 46-56. ISSN 2374-7404
Grote-Garcia, S. & Durham, P. (2013). Engaging readers, increasing comprehension, and building skills: The power of patterned books. The Texas Journal of Literacy Education, 1, 45-53.
Vasinda, S., Grote-Garcia, S., & Durham, P. (2013). Special Series Sharing common ground: Texas and the Common Core Standards. The Texas Journal of Literacy Education, 1, 77-89.
Durham, P. (2013). Constructing voices through lived-experiences: A phenomenological study of novice reading teachers’ personal understanding of pedagogical ownership and professional identity. The Association of Literacy Educators and Researchers Yearbook: Literacy is Transformative, 35, 205-220.
Durham, P. (2010). WikiSpace.com: The meeting of the minds. An analysis of collaborative authorship. English in Texas, 40, 21-34.
Book and Book Chapters
Haas, L., Durham, P., & Williams, J. (2016). Becoming fluent in the language of content: Developing strategic readers as critical consumers of information. Dubuque, IA: Kendall-Hunt Publishing. (full edition)
Durham, P. (2013). Building capital during the novice years of teaching reading. In B. Griffith (Ed.), The interdependence of teaching and learning. Charlotte, NC: Information Age Publishing.