Amanda Godley

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Amanda Godley

Amanda Godley

University of Pittsburgh
5105 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Phone: 412-648-7313


My research focuses on high school literacy instruction, predominantly in urban schools. One line of my research explores the design and implementation of grammar and language instruction in English Language Arts classes. I use research from the field of sociolinguistics to study how language and grammar can be taught in accurate, useful, and critical ways. I have worked with multiple teachers to design what we call Critical Language Pedagogy, study its enactment, and study students' responses. This line of research has focused on how African American students perceive dialect diversity, linguistic prejudices, and their own language use, including code-switching and code-meshing. Currently, I am working with Dr. Jeff Reaser on a study of how preservice English teachers develop useful sociolinguistic knowledge that can inform their literacy instruction. This line of research has been funded by the American Educational Research Association (AERA), a National Academy of Education/Spencer Foundation Postdoctoral Fellowship, and a Spencer Foundation Small Grant.

My second line of research centers on writing instruction in high schools, specifically, how well-designed peer review can help the development of high school students' academic writing across disciplines. I am currently working with Dr. Chris Schunn and Dr. Diane Litman on two related projects: the development of "intelligent scaffolding" tools for an online peer review system to improve high school students’ writing (funded by the Institute for Education Sciences), and the development of an online "ecosystem" for high school science teachers designed to help them support students’ science writing using peer review (funded by the National Science Foundation).

School Affiliations

Recent Grants

  • Co-Principal Investigator (2016-2018). Using Natural Language Processing to Study The Role of Specificity and Evidence Type in Text-Based Classroom Discussions. Learning Research and Development Center ($147,592).
  • Principal Investigator (2016-2017). College Ready Writers Program. National Writing Project ($20,000).
  • Spencer Foundation Mid-Career Grant Awardee (2016-2017). Using Natural Language Processing to Study Equitable and Robust Classroom Talk. ($147,589).
  • Intelligent Scaffolding for Peer Review of Writing

    Sep 2012 - Aug 2015
  • Preservice English Teachers’ Development of Sociolinguistic Knowledge for Literacy Instruction

    May 2013 - Apr 2015

Recent Publications

  • Godley, A.J., Reaser, J. & Moore, K. (2015). Pre-service English language arts teachers' development of critical language awareness for teaching. Linguistics and Education.
  • 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. (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.
  • More