Dr. Dana Skelley

Assistant Professor, Curriculum & Instruction

Contact

301 Sparkman Drive
Roberts Hall
Room 302
Huntsville, AL 35899
Campus Map

256.824.6227
dana.skelley@uah.edu

Biography

Education

  • Doctor of Education, Instruction and Curriculum Leadership (reading), The University of Memphis, 2017
  • M.S., Instruction and Curriculum Leadership (reading), The University of Memphis, 2013
  • B.S., Interdisciplinary Studies (K-4), Lambuth University, 1998
  • University of Memphis Graduate Certificate in Qualitative Research - Department of Counseling, Educational Psychology, and Research
  • State of Tennessee Department of Education Professional License #000233039 - Endorsements: Elementary K-8, Reading Specialist PreK-12; Highly Qualified: Reading, Language Arts

Honors & Awards

  • Outstanding Doctoral Student, Reading Program: The University of Memphis, 2016
  • Outstanding Staff Person: YMCA at Schilling Farms, 2006
  • One of twenty teachers in Eastern US selected to write and publish unit plan: Southern Regional Education Board, 2004
  • Teacher of the Year Award: Crocket County School District, 2004
  • Teacher of the Year Award: Crocket County Middle School, 2004
  • Outstanding Elementary Education Major Award: Lambuth University, 1998
  • Study Abroad Program Oxford University: Westminster College, Oxford, England, 1998

Affiliations

  • International Literacy Association, 2016-Present
  • Literacy Research Association, 2016-Present
  • Tennessee Reading Association, 2016-Present
  • Association of Literacy Educators and Researchers, 2015-Present
  • National Education Association, 1999-2005
  • Tennessee Education Association, 1999-2005

Recent Publications

  • Skelley, D.L., Stevens, M.L., & Bailey-Tarbett, L.K. (2021). Building cultural competence: What happens when novice tutors implement culturally responsive teaching in an afterschool literacy program? Manuscript in review.

  • Skelley, D.L., & Bailey-Tarbett, L.K.(2021). Teaching social justice to young children: An afterschool bookmaking program. Manuscript in process.

  • Skelley, D.L. (2021). Second graders’ perceptions on writing identity: Working through a digital writing process. Manuscript in process.

  • Hamilton, F.A, Hile, K., Skelley, D.L., Roller, S.A., Lampley, S.A., & Slate Young, E. (in press). Exploring students’ perceptions of collaboration and critical thinking skills following an escape room experience. The Journal of Campus Activities Practice and Scholarship, 3(1).

  • Verlaan, W.E., & Skelley, D.L. (in press). Using structured student-led whole-class discussions to develop comprehension for literary analysis. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Building Bridges with and for Literacy: The 42nd Association of Literacy Educators and Researchers Yearbook. Association of Literacy Educators and Researchers

  • Skelley, D.L., Stevens, M.L., & Anderson, R.S. (2019). Exploring Cultural Responsiveness in Literacy Tutoring: "I Never Thought about How Different Our Cultures Would Be." In J. Mitchell & E. Vaughn (Eds.), Participatory Literacy Practices for P-12 Classroom in the Digital Age (pp. 95-114).IGI Global.

  • Skelley, D.L., Stevens, M.L., & Anderson, R.S. (2017). A university literacy center moving to offsite afterschool tutoring: Perceptions of tutors, children, and parents. ALER Yearbook:Literacy: The Critical Role of Teacher Knowledge, 39,381-397.

  • Skelley, D.L., Stevens, M., & Anderson, R.S. (2016, November). A University Literacy Center Moving to Offsite After school Tutoring: Perceptions of Tutors, Children, and Parents. Round table Presentation at the annual meeting of the Association of Literacy Educators and Researchers, Myrtle Beach, SC.

  • Skelley, D.L. and Anderson, R.S. (2015). Content area literacy: An online compressed format. Syllabus Journal, 4 (2). http://www.syllabusjournal.org/ syllabus/issue/view/ 15