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Joanne Fish


  • PhD in Literacy Education – University of Missouri, Columbia, Columbia, MO
  • Masters of Arts in Education – William Woods, Fulton, MO
  • Masters of Arts in Communication – Pittsburg State University, Pittsburg KS
  • Bachelor of Arts in English – Journalism emphasis, Pittsburg State University, Pittsburg, KS


  • Teaching certification in English Language Arts 9-12

Courses Taught

  • EDU 306 – Analysis and Corrections in Reading Difficulties (elementary and secondary)
  • EDU 310 – Reading Methods Practicum
  • EDU 740 – Critical Literacy (Ed.D Program)
  • EDU 583 – Reading Practicum I
  • EDU 140 – Critical Literacy for undergraduate students

Scholarly Interests

  • Teaching readers who struggle
  • Trauma-Informed Education Critical Literacy


Gilles, Carol; Wang, Yang; Fish, Joanne; Stegall, Jenny. (2018). “I Learned by watching my mentor.” Nurturing teacher leadership with an induction program.” Mentoring & Tutoring: Partnership in Learning, 26 (4), 455-475.

“Mentors’ influences on teacher-leadership in teachers with five years and less in education. ”A qualitative study of teachers’ perceptions of what it means to be a teacher-leader and how being mentored influenced their decisions. Published as a chapter in The power of teacher leaders – Their roles, influence, and impact. (2014).

“Literacy Matters – An Intersection of Literacy and Mental Health An institutional ethnography.” (2012-2013). A qualitative study to understand how adults with serious mental illnesses and limited literacy go about the recovery process within the “social” make-up of the mental health system. – Dissertation; article in progress.

“Embedded Literacy Practices in Content Area Middle School Classrooms.” A qualitative study of how three middle school social studies teachers embedded literacy strategies in their classrooms while receiving professional development on embedded literacy. Published in “Middle School Journal” (January, 2013).

“Novice elementary teachers’ perceptions of implementing a district mandated balanced literacy model.” (2010-2012). A phenomenology of the lived experiences of novice elementary teachers implementing a comprehensive literacy model. Report Published (2012).

Conference Presentations

Fish, J. and Rosene, C. (2019, February) Teaching and learning in the third dimension. Workshop presented at the Write to Learn Conference, Osage Beach, MO.

Failoni, J., Fish, J., and Barger, K. (2018, March) Discovery Day: Helping urban schools plant the seed early for college. Paper presented at the annual conference of the American Association of Colleges for Teacher Education, Baltimore, MD.

Van Dycke, J. and Fish, J. (2017, June). From reacting to responding: Changing the question for educators begins with engaging in self-care. Presented at the St. Louis, MO Trauma Informed School Conference.

Fish, J. and Van Dycke, J. (2017, April). The importance of self-care in a trauma-informed education environment. St. Louis, MO. Presented at the Trauma Informed Spring Symposium of Fontbonne University.

Fish, J. & Dreste-Boyle A.*, (2017, February). Making space for critical literacy in today’s classroom. Workshop presented at the Write to Learn Conference, Lake of the Ozarks, MO.

Smith, J. & Fox, S. (2015, July). It’s all about the space: Making space for critical literacy instruction in a standards driven curriculum. Paper presented at the Whole Language Umbrella annual conference: Literacies for All – Summer Institute, Atlanta, GA.

Smith, J. (2014, April). Literacy matters in mental health – Recovery work among adults with limited literacy: An institutional ethnography. Paper presented at the annual meeting of the American Education Research Association, Philadelphia, PA.

Smith, J. (2013, July). A literature review and argument for trauma informed instruction. Invited to present at the Whole Language Umbrella annual conference: Literacies for All – Summer Institute, Hofstra University, Hempstead, NY.

Gilles, C., Wang, Y., Smith, J., (2012, July) Uncovering and embedding literacy strategies in social studies classrooms. Paper presented at the Whole Language Umbrella annual conference: Literacies for All Summer Institute, St. Louis, MO.

Smith, J. (2012, April). Social functioning and functional (il)literacy in the lives of seriously mentally ill adults emerging from a state mental institution. Paper presented at the International Association of Forensic Mental Health Services conference, Miami Beach, FL.

Smith, J. & Davis, J. (2012, April). Novice teachers’ perceptions: Obstacles in implementing a balanced literacy curriculum. Paper presented at the annual meeting of the American Education Research Association, Vancouver, BC, Canada.

Gilles, C., Wang, Y., Johnson, D, Smith, J. (2011, April). Improving adolescent literacy through embedded strategies in the content area. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Smith, J. (2011, April). The role of literacy in the lives of adult mental health consumers’ quests for recovery and re-entry into the community. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.

Smith, J., Baker, E., Davis, J. (2010, December). Novice teachers’ perceptions: Obstacles in implementing a balanced literacy curriculum. Paper presented at the National Reading Conference of the Literacy Research Association. Ft. Worth, TX.

Professional Memberships

  • American Education Research Association
  • International Literacy Association
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