Teacher Education and Higher Education (TEHE) Department
Office: 470 SOE Building
Literacy education, Sociocultural/political influences on teaching, New literacies, Teaching in high-stakes testing context, Culturally sustaining pedagogy
- Ph.D., Language and Literacy, University of Texas at Austin, 2012
- M.A., Curriculum and Instruction, Texas State University, 2004
- B.F.A. with honors, Design, University of Texas at Austin, 2001
- B.A. with honors, Psychology, University of Texas at Austin, 2001
Melody Zoch is an Associate Professor of Literacy at the University of North Carolina Greensboro in the Teacher Education and Higher Education Department. She earned her Ph.D. at The University of Texas at Austin in Language and Literacy Studies. She is a former bilingual Spanish-English elementary school teacher and has worked with bilingual teachers as a literacy coach in Texas. She has served as lead-PI or co-PI on projects involving working with emergent bilinguals funded by the U.S. Department of Education, the Dollar General Literacy Foundation, the North Carolina Humanities Council, and the Junior League of Greensboro. Her research focuses on how teachers respond to their educational contexts in their literacy teaching, including teachers’ responsiveness to culturally and linguistically diverse students and communities. Her work has been published in journals such as Language Arts, Journal of Literacy Research, Anthropology and Education Quarterly, Urban Education, and Teaching and Teacher Education.
Burke, A., & Zoch, M. (forthcoming). Teachers negotiating literacy instruction within accountability systems. Fringes.
Zoch, M. (2020). Creating “a collage of story and memory” to support identity work and connect with literacy teaching. Language Arts, 97(5), 285-294. [11-20% acceptance rate]
Zoch, M., & He, Y. (2019). Utilizing Community Cultural Wealth to build teaching relationships and learn with diverse language communities. The Teacher Educator, 55(2), 148-164. [acceptance rate not provided]
Zoch, M., Davis, S., & Gray, E. (2018). If these walls could talk: The
communication of literacy through teacher-created charts. Language Arts, 95(6), 370-381. [11-20% acceptance rate]
Zoch, M., Alarcón, J., Bettez, S., Hardin, B. (2018). Textured dialogues: Immigrant perspectives on the meaning of education. Multicultural Perspectives, 20(1), 39-46. [21-30% acceptance rate]
Zoch, M. (2017). “It’s important for them to know who they are”: Teachers’ efforts to sustain students’ cultural competence in an age of high-stakes testing. Urban Education, 52(5), 610-636. [acceptance rate 21-30%]
Fairbanks, C.M., Faircloth, B., Gonzalez, L., He, Y., Tan, E., & Zoch, M. (2017). Beyond commodified knowledge: The possibilities of powerful community learning spaces. In Salas, S., & Portes, P.R. (Eds.), US Latinization: Education and the New Latino South. Albany, NY: SUNY Press.
Zoch, M. (2017). A school divided: The organization of one elementary school in response to school reform. Anthropology and Education Quarterly, 48(1), 23-41. [11-20% acceptance rate]
Zoch, M., Myers, J., & Belcher, J. (2017). Teachers’ engagement with new literacies as support for implementing technology in the English/Language Arts classroom. Contemporary Issues in Technology Education, 17(1). [29% acceptance rate]
Zoch, M. (2016). Growing the good stuff: One literacy coach’s approach to support teachers with high-stakes testing. Journal of Literacy Research, 47(3), 328-369. [4.74% acceptance rate] Zoch, M., & David, A. (2016). Opening your door to research. Phi Delta Kappan, 98(3), 28-33. [10% acceptance rate]
Zoch, M., Lambert, C., Myers, J., Vetter, A., & Fairbanks, C. (2016). Reimagining instructional practices: The significance of writing identities as teachers of writing. Teaching/Writing: The Journal of Writing Teacher Education, 5(1), 1-23. [acceptance rate not provided]
Zoch, M., Langston-Demott, B., and Adams-Budde, M. A (2016). Creating spaces for students to position themselves as writers through experiences with digital writing. Texas Journal of Literacy Education, 4(2), 111-125. [45-60% acceptance rate]
David, A., and Zoch, M. (2015). Understanding teachers’ perspectives on being researched: A case study of two writing teachers. Teaching/Writing: The Journal of Writing Teacher Education, 4(2), 161-181. [acceptance rate not provided]
Zoch, M., Myers, J., and Belcher, J. (2015). Teacher learning in a digital writing camp. Journal of Technology and Teacher Education, 23(4), 583-607. [15% acceptance rate]
Zoch, M., Adams-Budde, M., Langston-Demott, B. (November 2014). Creating digital authors. Phi Delta Kappan, 96(3), 32-37. [10% acceptance rate] Zoch, M. (2013). Crafting theoretically defensible literacy teaching practices while supporting students with test preparation. In Dunston, P.J., Fullerton, S.K., Bates, C.C., Stecker, P.M., Cole, M.W., Hall, A.H., Herro, D., Headley, K.N., (Eds.), 62nd Yearbook of the Literacy Research Association (pp. 53-67). Altamonte Springs, FL: Literacy Research Association. [15% acceptance rate]
Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K., & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In Dunston, P.J., Fullerton, S.K., Bates, C.C., Headley, K., Stecker, P.M., (Eds.), 61st Yearbook of the Literacy Research Association (pp. 163-179). Oak Creek, WI: Literacy Research Association. [15% acceptance rate]
Mosley, M. & Zoch, M. (2012). Tools that come from within: Learning to teach in a cross-cultural adult-literacy program. Teaching and Teacher Education, 28, 66-77. [30% acceptance rate]
Bomer, R., Zoch, M., & David, A., (2010). New literacies in the material world. Language Arts, 88(1), 9-20. [11-20% acceptance rate]
Bomer, R., Zoch, M., & David, A., (2010). Redesigning memoir: A design-based investigation of materiality and new literacy practices in an elementary classroom’s writing workshop. 59th Yearbook of the National Reading Conference, 216-229. Oak Creek, WI: Literacy Research Association. [15% acceptance rate]
Mosley, M., Cary, L, & Zoch, M. (2010). Becoming culturally responsive: A review of learning in field experiences for prospective literacy educators. In D. Wyse, R. Andrews, & J. V. Hoffman (Eds.) The international handbook of English, language, and literacy teaching. New York: Routledge – Taylor and Francis.
Roser, N., Battle, J., & Zoch, M. (2009). Children’s literature in linguistically and culturally diverse classrooms. In Coppola, J. & Primas, E.V. (Eds.). One classroom, many learners: Best literacy practices for today’s multilingual classrooms. Newark, DE: International Reading Association.