Education

• 2006 Ph.D. in Education - Literacy concentration, Rutgers University, Graduate School of Education, New Brunswick, NJ
• 2000 Ed.M. in Reading Education with Reading Specialist concentration, Rutgers University, Graduate School of Education, New Brunswick, NJ
• 1995 B.A. in English, Minor in Secondary Education

Employment Background

• 2006 - 2007: Assistant Instructor Rutgers University Graduate School of Education
• 2005 - 2006: Part - Time Lecturer Rutgers University Graduate school of Education
• 2002 - 2005: Teaching Assistant Rutgers University Graduate School of Education
• 1995 - 2002: Language Arts Teacher Manalapan Englishtown Middle School, Manalapan, NJ
• 1999: Reading Clinic Instructor - second grade New Brunswick, NJ

Teaching Philosophy

My philosophy of teaching is rooted in the sociocultural paradigm of learning. Sociocultural theory, emerging from Vygotksy’s work with dyads and triads of children, is a broad descriptor for many situations and settings; essentially claiming that the dispositions we enact as individuals at fixed moments are influenced by the experiences we bring to those interactions as well as the contexts in which these occur (Vygotsky, 1978, 1986). The learning that occurs as a result of these exchanges is rooted, according to this theoretical perspective, in the context in which it exists. This very broad descriptor can be used to describe interactions in multiple settings inside and outside the classroom space.

This theoretical belief informs my teaching practice at every level. Each class that I teach is uniquely constructed based on the participants’ backgrounds, the physical and virtual spaces we inhabit together as a community of learners, the field sites we frequent, and the discursive and physical artifacts that mediate our journey. Learning occurs as a result of the interaction across these areas and is not fixed in a specific practice or outcome (Lave & Wenger, 2002). In the classes I teach at Rider I have high expectations and clear goals for establishing teaching methods that will support k-12 students’ learning. The capacity for my students to take their developing understanding of current practice, research, and theory and internalize all three in a way that sustains their development and inspires additional independent learning requires attention to the ways in which pre-service teachers learn and develop so that they not only leave with a collection of strategies but, on a deeper level, begin developing their own philosophies about teaching and learning that motivate them to continue building their understanding outside of the university classroom.

Courses Taught

• Emergent Literacy ELD 307
• Fostering Language and Literacy ELD 308
• Literacy Learning in the Middle Grades ELD 395
• Student Teaching Supervision EDU 465
• Seminar in Student Teaching EDU 465
• Professional Licenses and Memberships
• Certifications
• Secondary English Educator
• Elementary Educator
• Reading Specialist
• Supervisor
• Professional Memberships
• International Reading Association
• National Council of Teachers of English
• OTER – Organization of Teacher Educators of Reading
• National Reading Conference
• Scholarship

Selected Publications

• Casey, H. (2011). Virtual constructions: Developing a teacher identityin 21st century. In S. Abrams & J. Rowsell (Eds.), Rethinking Identity and Literacy Education in the 21st Century. National Society for the Study of Education Yearbook, 110 (1).
• Casey, H. (2010). Learning clubs. In R. Bean, N. Heisey and C. Roller (Eds.). Preparing Reading Professionals. Newark, DE: International Reading Association.
• Rowsell, J. & Casey, H. (2009, December). Shifting frames: inside the pathways and obstacles of two teachers’ literacy instruction. Linguistics and Education, 20, 311 - 327.
• Casey, H. (2009, December). Intersections and interactions: A case study of a seventh grade teacher’s practices with struggling readers and writers. Journal of School Connections, 2, 23 – 47.
• Casey, H. & Gespass, S. (2009) Learning clubs: Blogging to learn. Lesson publication – readwritethink.org.
• Reutzel, R., Morrow, L.M., & Casey, H. (2009). Organization and management of the language arts program with children from diverse backgrounds. In L. Morrow, D. Lapp & R. Rueda (Eds.), Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Publications.
• Casey, H.K. (2008/2009). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. Journal of Adolescent & Adult Literacy, 52, 284 – 294.

Selected Presentations

• Casey, H. (2009, December). “Virtual constructions: Developing a teacher voice in the 21st century.” Paper presented at the National Reading Conference’s annual conference, Albuquerque, New Mexico.
• Casey, H., Gespass, S., & McKool, S. (2009, May) “Collaborative learning communities.” Research presentation at the International Reading Association’s annual spring conference.
• Shanahan, C., Brown, L., Rozzelle, J., Casey, H., Raphael, T., Knoell, D. (2009, February). “Adolescent literacy 20/20 agenda: An open discussion about the direction of adolescent literacy research, practice, and policy.” International Reading Associations annual convention, Phoenix, Az.
• Casey, H. & Rowsell, J. (2008, December). “The discursive space of practice.” Paper presented at the National Reading Conference, Orlando, Fla.

Reviewing Responsibilities

• 2010 Reviewer – Teachers College Record
• 2010 Guest Reviewer - Research in the Teaching of English
• 2010 Review for Teachers College Record annual yearbook
• 2008 International Reading Association – reviewed proposals for 2009 conference
• 2008 - present English Journal – Guest Reviewer
• 2007 - present Journal of Literacy Research – Editorial Review Board
• 2007 - present National Reading Conference – reviewed proposals for 2007, 2008, and 2009 conferences

Research Interests

• Adolescent Literacy Development
• New Literacies
• Professional Development Partnerships

Awards, Grants, Honors, and Fellowships

• 2010 Summer Research Fellowship – “Literacy Learning in the 21st Century” – Rider University
• 2010 Reimbursement for Scholarly Expenses – “Literacy Learning in the 21st Century” Rider University
• 2009 Summer Research Fellowship – “Learning Clubs” – Rider University
• 2009 Advisor Appreciation Award – Rider University
• 2008 Advisor Appreciation Award – Rider University
• 2007 Recipient of the Evelyn Headley Award for Outstanding Dissertation, Rutgers University

Selected Community Education and Inservice Programs

• Trenton Area Writing Project, Rider University - 7/26/10 Session title: “Learning Clubs in the Classroom”
• Casey, H. (2009, November). “Global constructions: What does literacy have to do with it?” New Jersey Education Association’s annual convention, Atlantic City, NJ.
• Asbury Park School District Professional Development Project – 1/09 - present
• Project title: “Developing Effective Literacy Programs in grades 3 – 5”
• Little Silver Public Schools – Professional Development Day – 2/12/10
• Workshop title: Building a balanced literacy program.
• Rutgers Reading and Writing Conference – 4/3/09
• Workshop title (am): Organizing and managing literacy instruction 4 – 8
• Workshop title (pm): Strategies for Supporting Word Study in grades 4 - 8
• Little Silver Public Schools – Professional Development Day – 2/13/09
• Workshop title: Planning for Effective Lessons K - 8
• Bound Brook Middle School Project (1/14/09; 3/16/09; 6/3/09)
• Workshop series title: “Literacy Learning in the Middle Grades: Building Readers and Writers”
• Casey, H. (2008, November). “Content area literacy learning.” New Jersey Education Association’s annual conference Atlantic City, NJ.

Other Professional Activities

• 2007 – present: Leader – Kappa Delta Pi Educational Honor Society, Rider University
• 2010 – present: Member of URSA – Undergraduate Research Scholar Award committee – Rider
• 2009: Consultant – McGraw Hill Publications
• 2008 – 2010: Invited member of the International Reading Association’s Adolescent Literacy Committee
• 2008 – present: Member of Curriculum Committee – Rider University, Department of Teacher Education
• 2008 – 2009: Department Representative, Assessment Committee – Rider University, School of Education
• 2008 – 2010: Member of Rider University’s Athletic Council
• 2009 – January: Facilitated supervisor session “Developing Reflective Teachers” for Student Teacher Orientation
• 2008: Panel participant - Sadlier Oxford – videotape for professional development
• 2008 – 2009: Consultant - Sadlier Oxford Publishing Company
• 2007 - November: Participated in Rider University’s open house
• 2007 – 2009: New Jersey Reading Association Executive Board – Student Membership Chair