Jody Polleck, Ph.D.

Dr. Jody Polleck is a full professor and the program coordinator for literacy education. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master’s in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar.
Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. She published her first book, entitled Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces, with Teachers College Press in 2022.
EDUCATION
B.A. 1996 University of Maryland
M.A. 1999 University of South Florida
Ph.D. 2007 New York University
TEACHING
English 120: Expository Writing
SEDC 211/711: Advanced Study of Young Adult Literature in Our Diverse Society
EDLIT 755: Culturally Responsive and Sustaining Literacies for Students with Diverse Needs, Grades 5-12
EDLIT 757: Practicum in Literacy Assessment and Intervention (Grades 5-12)
EDLIT 742/752: Practicum in Literacy
EDLIT 745: Literacy Research for Change
EDLIT 740: Leadership in Literacy
EDDIL 802: Leading for Justice, Equity, Diversity, and Inclusion
RESEARCH
Jody’s research focus is with urban adolescents and culturally responsive-sustaining and differentiated literacy instruction across the content areas. She has studied youth experiences in student-led book and writing clubs, exploring how these alternative, supplemental forums are effective in not only promoting literacy skills but also social and emotional development. She is also looking at the complexities and intersections of race, class, gender, ability, language, and sexuality within these communities and how they can be used as places for empowerment, agency, and advocacy. As an action research-practitioner, she also continues to study her own pedagogy with youth and professional learning experiences with New York City teachers.
Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. She published her first book, entitled Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces, with Teachers College Press in 2022.
EDUCATION
B.A. 1996 University of Maryland
M.A. 1999 University of South Florida
Ph.D. 2007 New York University
TEACHING
English 120: Expository Writing
SEDC 211/711: Advanced Study of Young Adult Literature in Our Diverse Society
EDLIT 755: Culturally Responsive and Sustaining Literacies for Students with Diverse Needs, Grades 5-12
EDLIT 757: Practicum in Literacy Assessment and Intervention (Grades 5-12)
EDLIT 742/752: Practicum in Literacy
EDLIT 745: Literacy Research for Change
EDLIT 740: Leadership in Literacy
EDDIL 802: Leading for Justice, Equity, Diversity, and Inclusion
RESEARCH
Jody’s research focus is with urban adolescents and culturally responsive-sustaining and differentiated literacy instruction across the content areas. She has studied youth experiences in student-led book and writing clubs, exploring how these alternative, supplemental forums are effective in not only promoting literacy skills but also social and emotional development. She is also looking at the complexities and intersections of race, class, gender, ability, language, and sexuality within these communities and how they can be used as places for empowerment, agency, and advocacy. As an action research-practitioner, she also continues to study her own pedagogy with youth and professional learning experiences with New York City teachers.