Dr. Wendy Gardiner
- Ed.D, Curriculum and Instruction, National Louis University
- M.Ed, Curriculum and Instruction, National Louis University
- B.S., Elementary Education, Ohio State University
Areas of Emphasis or Expertise
- Elementary Literacy and Struggling Readers
- Literacy Teacher Education and Urban Teacher Residencies
- Multicultural Youth Literature
- Mentoring and Induction
Wendy Gardiner joined the PLU faculty in 2016. Previously, Dr. Gardiner was a faculty member in the Reading and Language Program at National Louis University in Chicago and a faculty member at Otterbein University specializing in early literacy and children’ literature. Before transitioning into literacy teacher education, Dr. Gardiner was a primary teacher in Chicago Public Schools. Her experiences working with students and families in high-poverty schools and communities solidified her commitment to literacy as a central means to see one’s self, the world, and to increase life opportunities. Dr. Gardiner enjoys working with pre- and in-service teachers and strives to balance practical experiences in literacy instruction with a firm understanding of literacy research. Dr. Gardiner is also an active member in the American Educational Research Association (AERA), Literacy Research Association (LRA), and the International Literacy Association (ILA).
Gardiner, W. (2017). Mentoring “inside” and “outside” the action of teaching: A professional framework for mentoring. The New Educator, (13)1, 53-71.
Gardiner, W. (2016). Rehearsals as a mentoring strategy: Supporting teacher candidate practice “on the front end”. Teacher Education and Practice, (29)2, 359-372.
Gardiner, W. & Weisling, N. (2016). Mentoring “inside” the action of teaching: Induction coaches’ perspectives and practices. Professional Development in Education. (42)5, 671-686.
Salmon, D. & Gardiner, W. (2016). Faculty research residencies: A model for reforming teacher education curriculum. Action in Teacher Education. (38)1, 3-17.
Gardiner, W. & Lorch, J. (2015). From “outsider” to “bridge”: The changing role of university supervision in an Urban Teacher Residency program. Action in Teacher Education. (37), 172-189.