Alison Heron Hruby

Education

• Ph. D. in Reading Education (2002), The University of Georgia
• M.A. in The Teaching of Writing (1997), Hofstra University
• B.S. in Secondary Education English (1991), State University of New York at Plattsburgh

Teaching Specializations & Courses Taught

• Specializations: English pedagogy and reading education
• ENG 280 - Introduction to Teaching English in the Secondary School
• ENG 381 - Teaching Literature in the Secondary School
• ENG 382 - Teaching Writing in the Secondary School
• ENG 392 - Teaching Writing in the Middle and Elementary School
• ENG 400 - Studies in English for Teachers
• EDUC 476 - Literacy Instruction in the Content Areas
• EDSE 416 - Clinical Practice

Profile

Dr.  Hruby taught middle and high school English language arts before beginning her doctoral work in reading education in 1998. She specializes in curriculum for adolescents determined to have significant reading difficulty and in teacher professional development in the teaching of writing. Her research engages grade 8-12 teachers and undergraduate teaching candidates in evidence-based methods for facilitating adolescent literacy development. She has been published in "Journal of Adolescent and Adult Literacy," "Reading Writing Quarterly," and "The English Journal."

Selected Works

• NCTE-Center for English Education Research Grant (2017-18), Co-Principal Investigator with Dr. James Chisholm, University of Louisville. Study Title: "Learning to Teach Writing Using Digital Mediation: Teacher Candidates as Online Writing Mentors for High School Students." (Amount Awarded: 2,500.00).
• Heron-Hruby, A., Aronhalt, M., Beam, M., Francis, H., Jones, D., Wells, H., & Trent, B.  (2018). Young adults “step out” of "Thirteen Reasons Why" and "Impulse:" Moving from personal connection to analysis. In M. Falter & S. Bickmore (Eds)., "Thirteen reasons why and other books where people die." Lanham, MD: Rowman & Littlefield Publishers. 
• Heron-Hruby, A., Trent, B., Haas, S., & Allen, Z.C.  (2018). The potential for using small-group literature discussions in intervention-focused high school English. "Reading and Writing Quarterly," DOI: 10.1080/10573569.2018.145745