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Amy Gratch Hoyle, PhD

Chair, Educational Policy and Leadership Department
Assistant Professor, Graduate Education Core Coordinator 
EdD in Educational Leadership Coordinator

Throughout her 20-plus years as an educator, Amy Gratch Hoyle, PhD, has practiced critical pedagogy and worked to challenge inequities in the public schools and in broader society.

Her beliefs about the purpose of education, the role of schools and teachers, and best teaching practices have evolved throughout her career in education.

These beliefs are grounded in Hoyle’s broader philosophy of education as the vehicle through which learners can become who they were created to be.

Hoyle believes that schools and educators are responsible for producing graduates who actively participate in society as responsible citizens.

Since joining the faculty at Cabrini, Hoyle has focused her research on the adjunct faculty experience at the University and how adjunct faculty members carry the social justice mission into their courses.

Hoyle has worked on program and course development, and teaches Foundations of American Education and Education and Social Policy to graduate-level students in the education program. She has taught at the elementary and college levels.

Hoyle earned a doctorate in social foundations of education from the University of North Carolina at Chapel Hill, a master’s in elementary education from Eastern Michigan University, and a bachelor’s in economics from University of Michigan, Ann Arbor.

Areas of Expertise

The sociology of education; social justice education; critical pedagogy and critical action research; teacher narratives; beginning teacher socialization; qualitative research methodology; and teachers as transformative intellectuals

Publications

  • Social justice advocacy in graduate teacher education, proposal for article accepted, Michigan Journal of Community Service Learning, July 2016.
  • Faculty development: Fostering teacher education faculty professional growth. Manuscript accepted for publication, Journal of Modern Education Review, January 2016.
  • Collaborative faculty development with part-time faculty in teacher education. (Fall 2015). Pennsylvania Teacher Educator, 14, 11-21.
  • Book Review. When School Reform Goes Wrong, by Nel Noddings. (2010). Educational Studies, 46 (4), 429-437.
  • Teachers doing qualitative research: School context and educational change. (Winter 2002). Educational Studies, 33(4), 422-35.
  • The co-construction of teacher and researcher (2001). SRATE Journal, 10(2).11-16.
  • The culture of teaching and beginning teacher development. (Fall 2001). Teacher Education Quarterly,28(4), 121-136.
  • Teacher voice, teacher education, teaching professionals. (2000). High School Journal, 83 (3), 43-54.
  • Becoming teacher: Student teaching as identity construction. (2000). Teaching Education, 11 (1), 119-126.
  • Reconsideration. The Curriculum: Problems, politics and possibilities, 2nd ed., Landon E. Beyer & Michael W. Apple, eds. (1999). Educational Studies, 30 (1), 19-24.
  • Beginning teacher and mentor relationships. (1998). Journal of Teacher Education, 49 (3), 220-227.
  • Reconsideration. Power / knowledge / pedagogy, Dennis Carlson & Michael W. Apple, eds. (1998). Educational Studies, 29 (1), 86-91.
  • Growing teaching professionals: Lessons taught by first year teachers. (1998). (ERIC Clearinghouse on Assessment and Evaluation No. ED 417170). Resources in Education, RIE.
  • Book reviews. (1998). Review of the book Beginning qualitative research: A philosophic and practical guide. Qualitative Studies in Education, 11 (1), 178-180.
  • The Co-Construction of beginning teachers: Lessons from a first-year teacher. (1997). SRATE Journal, 6 (1), 27-32.
  • A Planned Variation: The Study of Three Induction Programs. (1995). North Carolina State Department of Public Instruction. Burke, W., de Kruif, R., Gordon, J., Gratch, A., Atkinson, B., Hart, A., Rogers, T.

Presentations

  • Social justice advocacy in graduate teacher education, proposal submitted for AACTEs 69th Annual Meeting, March 2017 (Submitted April 2016)
  • Love, labor and learning: Social justice advocacy in graduate teacher education, proposal submitted for the American Educational Studies Association 2016 Annual Conference, November 2016, Seattle, WA (submitted March 2016).
  • Promoting social justice advocacy and education in graduate teacher education, paper accepted for presentation at PAC-TE 2016 Teacher Education Assembly, Harrisburg PA, October 2016.
  • Who We Are & What We Do: Mission at Cabrini, ALT Retreat, May 26, 2016, Norristown PA
  • Sheety, A., Francis, D., Hoyle, A., Colbry, S., & Ratmansky, L. “How a Faculty Scholarship Committee Can Contribute to Your Pedagogy, Productivity, and Personal Well Being,” (Feb 2016) Proposal accepted for presentation at the 2016 Conference on Higher Education Pedagogy, Blacksburg, VA.
  • “Teaching for Social Justice in Graduate Teacher Education,” Individual paper presented at the 2015 American Educational Studies Association conference, San Antonio, TX (November 2015)
  • “Social Foundations and Social Justice Advocacy in Graduate Teacher Education,” Individual paper presented at the 2015 American Educational Studies Association conference, San Antonio, TX (November 2015)
  • “Learning and teaching for social justice: Graduate teacher education students engaged in social advocacy,” Individual paper presentation at the 2015 PAC-TE Teacher Education Assembly, October 2015, Harrisburg, PA.
  • “Collaborative faculty development with part-time faculty in teacher education,” Individual paper presentation at the 2015 PAC-TE Teacher Education Assembly, October 2015, Harrisburg, PA.
  • “A Scholarship Roundtable at Cabrini College: Creating and Maintaining an Intentional Research Community,” Poster presented at the Fourth Annual Faculty Research and Scholarship Celebration, Cabrini College (May 5, 2015).
  • “Teaching for social justice in graduate teacher education,” Paper presented at the AACTE 67th Annual Meeting, March 2015, Atlanta, GA.
  • “Faculty development: Collaborating with part-time faculty in teacher education,” Paper presented at October 2014 PAC-TE Teacher Education Assembly.
  • “Promoting a social justice mission: Mentoring part-time faculty in a neoliberal context,” Paper presented at the 2014 American Educational Studies Association conference, Toronto, Canada.
  • “Education for social justice on a part-time basis.” Paper presented at the Faculty Forum, Cabrini College, Radnor, PA, February 2014.
  • “Teaching for social justice: Adjunct faculty teaching in a graduate program for practicing teachers.” Paper presented at the Annual Meeting of the American Educational Studies Association, Baltimore, MD, Oct-Nov 2013.
  • “Engaging teachers in education discourse and reform.” Paper presented at the West Chester Critical Theory Conference 2012, West Chester, PA, November 2012.
  • “Prospective teachers becoming transformative intellectuals.” Paper presented at the Annual Meeting of the American Educational Studies Association, Seattle, WA, November 2012.
  • “Are your students treated equally?: Helping preservice teachers examine issues of equality during field experiences.” Paper presented at the Annual Meeting of the American Educational Studies Association. Cleveland, OH, October 2007.
  • “The entrepreneurial educator: A curriculum reform initiative in teacher education.” Paper presented at The 32nd Annual PAC-TE Teacher Education Assembly. Harrisburg, PA, October 2003.
  • “The entrepreneurial educator: A curriculum reform initiative in teacher education.” Proposal accepted for presentation at the Annual Meeting of the American Educational Studies Association. Mexico City, Mexico. November 2003.
  • “Education and entrepreneurship: An unlikely pair.” Roundtable discussion session at the 2003 Learning to Change Conference, the Annual meeting of the American Association for Higher Education. Washington, DC. March 2003. Presenters: Amy Gratch, Patricia Roberts.
  • “The teaching of context/The context of teaching: The social foundations classroom as a pedagogy of engagement.” Panel accepted for presentation at the Annual Meeting of the American Educational Studies Association. Pittsburgh, Pennsylvania. November 2002. Presenters: Mary Bushnell, Dan Butin, Jeff Edmundson, Amy Gratch, and Rebecca Martusewicz.
  • “The social foundations of education: A Cross-national dialogue.” Panel presented at the Annual Meeting of the American Educational Studies Association. Pittsburgh, Pennsylvania. November 2002. Presenters: M. Hussein Fereshteh, David Washburn, Neil Brown, Mohammad Mazidi, Taghi Azadarmaki, Amy Gratch.
  • “Conforming or reforming: School culture and the student teaching experience.” Paper presented at the Annual Meeting of the American Educational Studies Association. Pittsburgh, Pennsylvania. November 2002.
  • “School context and educational practices: Teachers doing qualitative research.” Paper presented at the QUIG 15th Annual Conference on Interdisciplinary Qualitative Studies, Athens, GA. January 2002.
  • “Teachers doing qualitative research: Examining school practices.” Paper presented at the Annual Meeting of the American Educational Studies Association. Miami, FL. November 2001.
  • “Transforming self, transforming practice: Case study of a beginning teacher.” Paper presented at the QUIG 14th Annual Conference on Interdisciplinary Qualitative Studies, Athens, GA. January 2001.
  • “Teacher development and education reform: Losing sight of the democratic ideal.” Paper presented at the Annual Meeting of the American Educational Studies Association. Vancouver, B.C. Canada. November 2000.
  • “The growth and retention of quality teachers: Lessons from the Study of Preservice and Beginning Teachers”. Paper presented at the AACTE 2000 Annual Meeting, Chicago, IL. February 2000.
  • “Courage to change: Constructing identity during the first year of teaching”. Paper presented at the International Qualitative Research in Education Conference, Athens, GA. January 2000.
  • “Legislation and socialization: Beginning teachers negotiating the challenges of the South Carolina Accountability Act”. Paper presented at the Annual Meeting of the American Educational Studies Association. Detroit, MI. October 1999.
  • “Understanding teacher socialization: Images of collaboration in metaphors for teaching”. Paper presented at the International Qualitative Research in Education Conference, Athens, GA. January 1999.
  • “Preserivice teacher reflection through the use of metaphors for teaching”. Paper presented at the Eighth Annual Fall Teacher Education Conference, Charleston, SC. October 1998.
  • “Lessons taught by first year teachers”. Paper presented at the International Qualitative Research in Education Conference, Athens, GA. January 1998.
  • “Growing teaching professionals: Lessons from the stories of first year teachers”. Paper presented at the Annual Meeting of the American Educational Studies Association, San Antonio, TX. October-November 1997.
  • “Classroom and community: Connections for the future”. Paper presented at the Annual Fall Teacher Education Conference, Charleston, SC. October 1997.
  • “Conversations from diverse perspectives: Empowering effective teachers in higher education”. Paper presented at the First Annual Teaching Methodologies for the 21st Century Conference, Aiken, SC. April 1997.
  • “WELL/COME: Conversations and belonging”. Paper presented with Dr. Audrey Skrupskelis at the 10th Annual Women’s Studies Conference, Columbia, SC. March 1997.
  • “The Co-Construction of teachers and researcher”, Paper presented at the Annual Meeting of the American Educational Studies Association, Montreal, Canada.. November 1996.
  • “The Co-Construction of beginning teachers: Lessons from a first-year teacher”, Paper presented at the Annual Fall Teacher Education Conference, Charleston, SC. October 1996.
  • “Isolation vs. collaboration: Beginning teachers’ elected individualism”, Paper presented at the Annual Meeting of the American Education Studies Association, Cleveland, OH. November 1995.
  • “Becoming teachers: When will teachers tell their stories?.”Paper presented at the Annual Meeting of the International Society for Educational Biographies, Long Island, NY. April 1995.
  • “Becoming teacher: Understanding student teachers’ responses to loss of control”, Paper presented at the Annual Meeting of the American Educational Studies Association, Chapel Hill, NC. November 1994.
  • “Becoming Teacher: Student teaching as identity construction”, Paper presented at the Ethnography in Education Research Forum, Philadelphia, PA. March 1994.

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