• Assistant Professor of Education and Coordinator of Masters in Literacy
  • 864.294.3345
  • Hipp Hall 101D
  • katie.kelly@furman.edu
  •  

Dr. Katie Kelly joined the Education Department in 2012. Her experience as an elementary classroom teacher and a literacy coach in North Carolina and her home state of New York inspired her to pursue a career in higher education where she could influence preservice and inservice teachers. 

Dr. Kelly's research interests include teacher preparation and development in the area of literacy instruction and assessment. ​Additionally, Dr. Kelly is interested in exploring how technology mediates literacy practices within and beyond the classroom setting. She continues to examine ways to engage diverse learners through culturally relevant practices that value all individuals while fostering compassionate global citizens who advocate for social justice and equality.

Dr. Kelly's publications include numerous book chapters and articles published in peer-reviewed journals including The Reading Teacher, Literacy Research and Instruction, Journal of Digital Learning in Teacher Education and Journal of Language and Literacy Education. She has co-authored two books: Smuggling Writing: Strategies that Get Students to Write Every Day in Every Content Area, Grades 3-12 (Corwin Press) and From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices (Solution Tree).

Name Title Description

EDPD-651

Read Fnds for PK-5 Teachers

Examination of the historical, theoretical, and sociocultural underpinnings of literacy processes and instruction. Students will learn about current issues, history, theory, policy, evidence-based practice, and professional development in literacy instruction and influences on current literacy practices through readings, class discussions, and ongoing reflection.

EDRD-729

Literacy Mthds & Instr Strtgy

This methodological course is designed to give an understanding of reading and writing as literacy processes and develop reading and writing proficiency emphasizing critical thinking and metacognitive skills. The content of the course will focus on integrating communication processes in both English-Language Arts and content areas; children?s and adolescent literature and its effective presentation in the classroom; and the role of the teacher as a reflective practitioner.

EDRD-749

Asmnt & Instr in Rdng & Wrtg

This course is an exploration of various cognitive and affective assessments in reading and writing with strategies for using data to adapt instruction for learners with reading difficulties.

EDU-330

Literacy Fnd & Inst, Grd PK-3

Study of early literacy reading and writing instruction and the role of the teacher as a decision-maker. Content will focus on integrating reading, writing, speaking, and listening processes across the curriculum. Major emphasis will be placed on children146s literature and its effective presentation in the classroom.

EDU-331

Literacy Prcs & Inst, Grds 2-6

Reading and writing instruction in the elementary grades emphasizing the development of critical thinking and metacognitive skills. Content will focus on integrating communication processes in the content areas; children146s literature and its effective presentation in the classroom; and the role of the teacher as a reflective practitioner.

​​
  • Nationally Board Certified Teacher
​​
  • Stover, K. & Young, C. (2014). Using 21st century technologies for editing and revising in the writing workshop. In K. Pytash, R. Ferdig., & T. Rasinski. (Eds.) Technology and writing: New approaches to literacy competency. Bloomington, IN: Solution Tree Press.
  • Stover, K. & Glover, C. (2014). Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers. Georgia Journal of Reading, 37(1), 8-13.
  • Kissel, B., Stover, K., & Glover, C. (2014). Bringing lives into literacy: Teachers learn about choice, audience and response through multigenre writing. Reading Matters, 14, 41-45. Retrieved from http://scira.org/publications/reading-matters/reading-matters-winter-2013-spring-2014/
  • Young, C. & Stover, K. (2013). "Look what I did!" Student conferences with text-to-speech software. The Reading Teacher, 67(4), 269-272.
  • Kissel, B., Wood, K., Stover, K., & Heintschel, K. (2013). Digital discussions: Using Web 2.0 tools to communicate, collaborate, and create. In K. D. Wood, J. Paratore, B. Kissel & R. McCormack (Eds.). What's new in literacy teaching? IRA E-ssentials series. Newark, DE: International Reading Association. DOI:10.1598/e-ssentials.8002.
  • Stover, K., Wood, K., Donovan, E., Paratore, J., & McCormack, R. L. (2013). A tale of two authentic assessment tools: Voices from the classroom. Voices From the Middle, 21(2), 26-35.
  • Vintinner, J., Stover, K., Harmon, J. M., Wood, K. D., & Hedrick, W. B. (2013). An investigation of word walls: Perceptions of middle school students and instructional potential.* Pennsylvania Reads, 12(1), 15-27.
  • Stover, K. (2013). Middle school literacy coaches: Perceptions of roles and responsibilities.* Georgia Journal of Reading, 36(1), 11-19.
  • Wood, K., Stover, K., & Kissel, B. (2013). Using digital VoiceThreads to promote 21st Century learning. Middle School Journal, 44(4), 58-64.
  • Stover, K. (2013). "Stop Bullying! Stick Up!" First Graders Talk and Write about Bullying. In V. Vasquez & J. Wood (Eds.) Perspectives and Provocations in Early Childhood Education. Volume 2. Charlotte, NC: Information Age Publishing.
  • Putman, M., Kissel, B., & Stover, K. (2013). Using digital portfolios to enhance students' capacity for communication about learning. In K. Pytash, R. Ferdig. (Eds.) Exploring Technology in Writing and Writing Instruction. Hershey, PA: IGI Global.
  • Stover, K., Vintinner, J., Glover, C., & Wood, K. D. (2013). Probable passages: Using story structure to write and revise a predictive passage. In J. C. Richards and C. Lassonde. (Eds.) Writing strategies for all students in grades 4 through 8: Scaffolding' independent writing through differentiated mini-lessons. Thousand Oaks, CA: Corwin.
  • Yearta, L. S., Stover, K., Newton, L. & Wood, K. D. (2013). Using the imagine, describe, resolve, and confirm (IDRC) strategy to develop students' descriptive writing. In J. C. Richards and C. Lassonde. (Eds.) Writing strategies for all students in grades 4 through 8: Scaffolding' independent writing through differentiated mini-lessons. Thousand Oaks, CA: Corwin.
  • Stover, K. & Glover, C. (2012). Mandated scripted curriculum: A benefit or barrier to democratic teaching and learning? In P. Thomas (Eds.) Becoming and being a teacher: Confronting traditional norms to create new democratic realities. Peter Lang, USA.
Education
Ph.D.
University of North Carolina at Charlotte
M.A.
University of North Carolina at Charlotte
B.S.
State University of New York at Cortland

Connect with Admission

Furman is one of the nation's premier liberal arts and sciences universities. We offer our students The Furman Advantage—an over-arching approach to education that promises every student a four-year personalized pathway, a team of advisors and mentors, and the opportunity for an engaged learning experience that is tracked and integrated with the students' academic and professional goals.

Want more information about the admission process at Furman?

Contact us

Once you see our campus, making the right college decision will be so much easier.

Plan a visit

Undergraduate Evening Studies provides adults the opportunity to receive an education from one of the premier liberal arts universities in the nation.

Whether you are starting or continuing your education, or have been away from the classroom for a few months or several years, our program provides many services to assist you with accomplishing your educational and professional goals.

Apply now

Our graduate studies program is designed for the professional educator.

We know the challenges teachers and administrators face every day, and we are committed to helping you become a leader within your school system or district.

Apply now
  • Furman University