BA in English Education, Purdue University
MSEd in English Education, Purdue University
PhD in English Education, Purdue University
Teaching Specialties & Research Interest
Disciplinary and Multimodal Literacies
Culturally Responsive Teaching in Rural Classrooms
Narratives of Teacher Identity
Narratives of Reflective Practice
After a four-year career as a rural high school English teacher, Taylor attended Purdue University for her graduate degrees in English Education. With a background in English language arts pedagogy, Taylor’s research stories the identities and practices of inservice English language arts teachers. Her storying utilizes the qualitative methodology known as narrative inquiry. By using narratives of experiences from the classroom, either about teacher identity or pedagogical practice, Taylor’s research builds bridges by highlighting stories of theory and practice.
Dr. Norman has presented her research on English teacher identities and pedagogical practices at national conferences such as the National Council of Teachers of English (NCTE) and American Educational Research Association (AERA). Currently, she is teaching undergraduate English education courses.
“The Student Centered Approach Storied: What Students Have to Teach Us” Language Arts Journal of Michigan. Forthcoming.
“A Rural Education: From Stranger to Strangerer.” Literacy Teaching and Learning in Rural Communities: Problematizing Stereotypes, Challenging Myths, Eds. Lisa S. Eckert and Janet Alsup. New York, NY: Routledge, 2015. 19-32.
Alsup, J., Norman, T., & Sedberry, T. “Case Study: College Town Middle School.” A Case for Teaching Literature in Secondary School: Why Reading Fiction Matters in an Age of Scientific Objectivity and Standardization, Janet Alsup. New York, NY: Routledge, 2015. 92-103.
"First Opinion: Moral and Social Truth through Storytelling." First Opinions, Second Reactions 4.2 (2011): Article 5. Available at: http://docs.lib.purdue.edu/fosr/vol4/iss2/5