Katia Ciampa, PhD
- Director of Reading Programs
- Associate Professor
- Cognitive Studies in Reading (EdD)
- Reading Education (MEd & Certification)
- Secondary Education (MEd & Certification)
- Education (Certificates)
- Education (PA Certifications & Endorsements)
- Elementary Education & Special Education (PK-12) (BA & Certification)
- Elementary Education (MEd & Certification)
- PhD, Education, Cognition & Learning (2014)
Brock University (Ontario, Canada)
I'm an Associate Professor in the Center for Education at Widener University where I teach undergraduate and graduate courses in reading/literacy. My research interests include digital literacy, teacher self efficacy beliefs for literacy instruction, culturally responsive literacy instruction, the role of motivation in literacy learning, supporting pre-service and in-service teachers’ literacy instructional and assessment practices in the 21st century.
Ciampa, K., Reisboard, D., & McHenry, N. (2022). What analysis reveals about teacher educators’ understanding of culturally responsive instruction and translation into practice. The Teacher Educator, 1-22. https://doi.org/10.1080/08878730.2022.2066742
Ciampa, K., & Jagielo-Manion, R. (2021). Teaching and assessing early literacy during COVID-19 and beyond: Key findings. Journal of Language and Literacy Education, 17(2), 1-18.
Ciampa, K., & Gallagher, T. L. (2019). Exploring Canadian and American pre-service teachers’ self-efficacy and knowledge of literacy instruction. Teaching Education. doi:10.1080/10476210.2019.1658925
- Education Professors Publish Article in Teaching in Higher Education
Dr. Katia Ciampa, an assistant professor in the Center for Education, and Dr. Zora Wolfe, an associate professor in the Center for Education, published a peer-reviewed article in "Teaching in Higher Education" in September 2020. The article, titled "From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process," was a retrospective case study to examine the implementation of peer-review practices in a doctoral dissertation proposal course.