Expertise: Literacy, Reading, Policy
Curriculum & Instruction
Ph.D. Education: Literacy Studies; University of Tennessee, Knoxville, TN
MAT: Secondary English; American University, Washington, DC
BA: English & Psychology; University of Rochester, Rochester, NY
Rachael Gabriel is an Assistant Professor of Literacy Education at the University of Connecticut. She is author of “Making Teacher Evaluation Work: A guidebook for teachers and leaders” (Heinemann, 2017), “Reading’s Non-Negotiables: Elements of effective reading instruction” (Rowman & Littlefield, 2013) and co-editor of “Evaluating Literacy Instruction: Principles and Promising Practices” (Routledge, 2015), “Performances of Research: Critical issues in K-12 education” (Peter Lang, 2013). Rachael’s career in education began as a middle school reading teacher in Washington, DC. Since then Rachael has worked as a literacy specialist, new teacher advisor and reading intervention provider. She earned a PhD in Literacy Studies from the University of Tennessee in Knoxville and holds graduate certificates in both quantitative and qualitative research methods in education. Rachael is a former fellow of the Baker Center for Public Policy at the University of Tennessee and current associate of the Center for Education Policy Analysis (CEPA), and the Center on Postsecondary Education and Disability (CPED) at the University of Connecticut. Rachael’s research interests include: teacher preparation, development and evaluation, as well as literacy instruction, interventions, and related policies. Her current projects investigate supports for adolescent literacy, disciplinary literacy, and tools for teacher evaluation.
- International Literacy Association Celebrate Literacy Award, 2016
- Neag School of Education Outstanding Early Career Scholar, 2016
- AERA Division L Outstanding Policy Report Award, 2015 (with M. Donaldson et al).
- Measures of Effective Teaching Project Early Career Grant