- 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 Assistant Professor of Literacy Education and is the Program Coordinator for the Masters of Education in Literacy Education degree. For the 2015-16 academic year, she is the UNCG Global Engagement Faculty Fellow. Her research interests include an examination of the sociocultural/political context in which teaching and learning occurs, including how high-stakes testing impacts literacy teaching. Other research interests include teachers’ development of pedagogical and theoretical knowledge of using digital texts and tools and teachers’ development of literacy teaching practices that are culturally sustaining for culturally and linguistically diverse students.
Scholarly & Professional Keywords:
Literacy education, Sociocultural/political influences on teaching, New literacies, Teaching in high-stakes testing context, Culturally sustaining pedagogy
Zoch, M. (in press). Growing the good stuff: One literacy coach’s approach to support teachers with high-stakes testing. Journal of Literacy Research.
Zoch, M., Myers, J., & Belcher, J. (in press). Teacher learning in a digital writing camp. Journal of Technology and Teacher Education.
Zoch, M. (in press). “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.
Zoch, M. (in press). A school divided: The organization of one elementary school in response to school reform. Anthropology and Education Quarterly.
David, A., & Zoch, M. (in press). Understanding teachers’ perspectives on being researched: A case study of two writing teachers. Teaching/Writing: The Journal of Writing Teacher Education.
Zoch, M., Adams-Budde, M., & Langston-Demott, B. (November 2014). Creating digital authors. Phi Delta Kappan, 96(3), 32-37.
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.
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.
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.
Bomer, R., Zoch, M., & David, A., (2010). New literacies in the material world. Language Arts, 88(1), 9-20.
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.