Cheryl Kreutter has been a literacy faculty member in the SUNY Geneseo Ella Cline Shear School of Education since 2007. Prior to her career in higher education, she taught in public education for 15 years and holds NYS Permanent certification in Special Education, N-12; Literacy, B-12; and Secondary Education: English, 7-12. This view inspires some of her best thinking and writing!
Office Hours
Spring 2020
M: 3:30-4:30
W: 2:30-4:30
Also by appointment
Curriculum Vitae
Education
Ph.D. Reading, University of Albany, SUNY
CAS Reading, University of Albany, SUNY
MPS Reading, SUNY Geneseo
MS Education: English, SUNY Geneseo
BA English, SUNY Geneseo
Affiliations
Literacy Research Association (LRA)
International Literacy Association (ILA)
American Education Research Association (AERA)
NYS Reading Association
National Council of Teachers of English (NCTE)
National Writing Project Fellow
Publications
Currently, I serve as the Graduate Division Coordinator, member of the School of Education Executive Committee, Assessment Committee Chairperson, College Senator, and Presidential Scholars Committee. I review for LRA, AERA, and a number of professional journals as well as Guilford Press. In Fall 2013 I served as trip director for the student teaching in Ghana project.
I have published in a number of journals including Childhood Education and The Journal of Adolescent and Adult Literacy. Additionally, I have presented at national conferences such as National Reading Conference (now Literacy Research Association), International Reading Association (now International Literacy Association), American Education Research Association (AERA), and National Council for Teachers of English (NCTE). In May 2014 I was awarded the Fred and Joan Brown Family Endowed Faculty Incentive Award.
Research Interests
My research interests include teacher education, culturally responsive pedagogy, critical literacy, and issues centered on struggling readers.
Classes
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CURR 635: Action Res in Reading&Literacy
This course is designed to help students synthesize information learned from other reading/literacy course work, generalize about issues in reading, critically analyze information heard and read, make judgments about the efficacy of policies and procedures in reading, and initiate change in reading instruction. The course is centered around the implementation and reporting of a significant action research project.
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INTD 203: Social Foundation of US Educ
This course focuses on the many kinds of diversity (ethnic and cultural, socio-economic, racial, religious, linguistic, gender and sexual orientation) to be addressed by schools in America. Students examine significant social and cultural challenges emerging in our country, legal and judicial issues, both at the national and state level, the economics and politics of schooling, the history and philosophy of education, and the historical evolution of curriculum and instruction in American schools.