Amanda Godley


Book Chapters

Sondel, B., Godley, A. and DeAngelo, L. (forthcoming). Forward: Confronting Antisemitism on Campus (ed. V. Stead). New York: Peter Lang.
Godley, A.J., Friedman, J., Gurgiolo, M., Somerville, N. & Taylor, S. (2013). Teaching mirror poems: A mirror for teaching poetry. In Luskey, M. & Wolfe, C.A. (Eds.) The working poet: A collection of lessons, reflections and poetry from teachers and students in Western Pennsylvania (pp. 164-175). Pittsburgh, PA: Autumn House Press.


Godley, A. (forthcoming). Conventions of Standardized English. Enhanced SAT Suite Evidentiary Base (ELA/Literacy). Princeton, NJ: The College Board.
Newstadt, M. & Godley, A. (2019). Using Rubrics to Teach Science Writing. Writers Who Care Blog Post,
Stone, C.*, Donnelly, P.J., Dale, M.*, Capello, S.*, Kelly, S., Godley, A., D'Mello, S. (2019). Utterance-level modeling of indicators of engaging classroom discourse. In Proceedings of the 2019 Educational Data Mining Conference. Montreal, Canada.
Lugini, L.*, Litman, D., Godley, A. & Olshefski, C.* (2018). Annotating Student Talk in Text-based Classroom Discussions. In Proceedings of the 13th Workshop on Innovative Use of NLP for Building Educational Applications.
Peer-reviewed journal proceedings
Loretto, L.*, DeMartino, S.* & Godley, A. (2018). Incorporating Students' Perspectives in the Design of Peer Review Activities. Writers Who Care Blog Post,
blog post
Wang, X.*, Chen, Y.*, Godley, A. & Rose, C. (2018). Public Peer Review Motivates Higher Quality Feedback. In Proceedings of the 13th International Conference of the Learning Sciences (ICLS'18).
Peer reviewed conference proceeding
Loretto, L.*, DeMartino, S.* & Godley, A. (2018). What Do High School Students Think About Peer Review? Writers Who Care Blog Post, .
Blog Post


Godley, A.J. & Reaser, J. (2018). Critical language pedagogy: Interrogating language, dialects and power in teacher education. "Social Justice Across Contexts in Education" Series. Peter Lang Publishing.
reported last year - now in press


Loretto, A., DeMartino, S. & Godley, A.J. (2016). Secondary students' perceptions of peer review of writing. Research in the Teaching of English, 51(2), 134-161.
Schunn, C.D., Godley, A.J. & Martino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent and Adult Literacy. 60(1), 13-23. doi: 10.1002/jaal.525
Bissonnette, J., Reaser, J., Hatcher, J. & Godley, A.J. (in press). Regional Differences in Pre-Service Teachers' Responses to Critical Language Pedagogies. Southern Journal of Linguistics.
Godley, A., Monroe, T. & Castma, J. (in press). Increasing access to and success in Advanced Placement English in Pittsburgh Public Schools. English Journal.
Godley, A.J., Reaser, J. & Moore, K. (2015). Pre-service English language arts teachers' development of critical language awareness for teaching. Linguistics and Education.
Godley, A.J. (2013). Equivocal Equity: The Struggles of a Literacy Scholar, White Middle-Class Urban School Parent, and Grassroots Activist. Research in the Teaching of English, 48(2), 250-260.
Godley, A.J. & Loretto, A. (2013). Fostering counter-narratives of race, language, and identity in an urban English classroom. Linguistics and Education, 24, 316-327.
Amanda Godley


University of Pittsburgh
5105 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260