- Jolita Hylland Benson Chair
- 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, Multicultural Children’s Literature
- Pre-Service Literacy Instruction, Practice-Based Teacher Education
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. (2019). Rehearsals in clinical placements: Scaffolding teacher candidates’ literacy instruction. The Teacher Educator, 53(4), 384-400.
Gardiner, W. & Weisling, N. (2018). Challenges and complexities of building a mentoring practice: Insights from new mentors. International Journal of Mentoring and Coaching in Education, 7(4), 329-342.
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.