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College of Education


Faculty and Staff

Michele Myers, Ph.D

Title: Clinical Assistant Professor
MAT Coordinator
Department: Elementary Education
College of Education
E-mail: gillensm@mailbox.sc.edu
Phone: 803-777-9688
Office: Wardlaw 262
Resources: Curriculum Vitae [pdf]
profile

Education

Ph.D., University of South Carolina, Columbia, SC
Ed. S., University of South Carolina, Columbia, SC
M.S., Charleston Southern University, Charleston, SC
B.A., Clemson University, Clemson, SC

Current Projects

The Early Childhood Assembly of the National Council of Teachers of English (NCTE): Professional Dyads and Culturally Relevant Teaching (PDCRT)

PCDRT is a national project designed to create a space within NCTE for supporting early childhood educators of color and educators who teach children of color in developing, evaluating, and disseminating culturally relevant literacy practices in pre-k through third grade classrooms.

Research Interest

Dr. Myers has an earned doctorate from the University of South Carolina in Columbia. Her dissertation study, “A Study of the Intersections of Race, Schooling, and Family Life in a Rural Black Community”, systematically investigated parents’ and teachers’ perspectives of parental involvement in their children’s literacy education. In it Dr. Myers argued that it matters more for teachers to be able to value different forms of parental support and parenting as valid and effective and then be able to use that knowledge to inform views of families and negotiate mutual support of students in and out of schools. This is important to note because it is her experience that educators of all races have been carefully taught to value certain forms of parental support while devaluing or not even recognizing other forms that are equally effective and necessary. Implications from Myers’ study point to the disjunctive interpretations of parents and teachers about the ways that Black parents actually support their children, support that is often unrecognized or legitimized in mainstream discourses. Implications also indicate the need for educators to unlearn embedded institutional practices and beliefs of parental involvement and broaden their understandings of the many ways that minority families actually demonstrate their support for their children’s literacy education.

Dr. Myers’ current research interests continue the line of inquiry from her dissertation to ask:

  1. In what ways do families support their children’s literacy education?
  2. How can we forge relationships with families that honor the ways that families support their children’s literacy education?
  3. How might teachers capitalize on the rich resources and funds of knowledge that exist in homes to engage in culturally relevant pedagogy?

The goal of her work is two-fold. First she hopes that educators will immerse themselves in the lives of families and shift their stance from learning about families to a stance in which they learn from and with families, children, and community members. Second, by uncovering the rich resources and support structures that exist in homes and communities, it is Dr. Myers’ hope that her work will challenge institutional definitions of parental and family involvement and that educators will gain insight about diverse populations to forge relationships with families that benefit all children. These goals are deeply rooted in her beliefs that home-school relationships can positively shape a child’s trajectory.

Courses

EDEL505: Nature and Management of Elementary Classrooms
EDEL505P: Inquiry Practicum: The Elementary School
EDEL506: Integrated Curriculum in Elementary Schools
EDEL771: Teaching Writing in Elementary and Middle School
EDRD430: Elementary Literacy Instruction I
EDRD431: Reading Assessment
EDTE201: Issues and Trends in Teaching and Learning
EDRD 600: Foundation of Reading Instruction
EDRD 715: Instructional Strategies for Reading
EDRD 716: Practicum in Reading Assessment and Instruction
EDRD 718: Seminar in Classroom Reading Assessment