Amanda Godley - Awards

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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


  • Keystone Research Center / Pennsylvania Budget and Policy Center Citizen Activist Award

    Apr 2012

    I received this award for my work on the Write Now! Education Matters children's advocacy event and my work on other grassroots activism to restore funding to public education in the state of PA.

  • National Academy of Education/Spencer Postdoctoral Fellowship

    Jan 2007
    National Academy of Education/Spencer Postdoctoral Fellowship ($55,000).
    PI: Implementing Problem-Posing Grammar Instruction in Urban High Schools.
    September 2005 – May 2007.
  • Spencer/National Academy of Education Postdoctoral Fellowship

    Aug 31, 2005
    Project Title: Implementing Problem-Posing Grammar Instruction in Urban High Schools

    Project Abstract
    In many discipline-specific areas of education - such as math, science and social studies - the focus has shifted from teaching students the content of the discipline to teaching disciplinary practices and engaging students in discipline-based debates and dilemmas. My project studies this disciplinary, problem-posing approach as it is applied to grammar instruction in urban high school English classes, focusing on how it is implemented and how it shapes students' academic literacy. Using design-based research techniques, I co-design problem-posing grammar instruction with participating teachers, describe the enactment of the instruction in various classrooms, and analyze its effect on student writing and understandings of language use. The goals of the study are to generate a more refined theoretical understanding of the kinds of linguistics-based grammar instruction that can give marginalized students access to academic dialects and foster a critical stance towards language; to generate grounded theoretical understandings of the interplay between public policy, urban school ecologies, and student achievement surrounding grammar instruction; and to offer a solution for closing the academic achievement gap between African American and Caucasian students.
  • American Educational Research Association Outstanding Reviewer

    May 1, 2004
  • Spencer Research Training Fellow

    University of California, Berkeley