Professor, English Education and Language, Literacy & Culture
Center Associate, Learning Research & Development Center
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).
Afrin, T., Kashefi, O., Olshefski, C., Litman, D., Hwa, R., & Godley, A. (2021). "Effective interfaces for student-driven revision sessions for argumentative writing." Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1-13.
Lugini, L., Olshefski, C., Singh, R., Litman, D., & Godley, A. (2020). Discussion tracker: Supporting teacher learning about students' collaborative argumentation in high school classrooms. Proceedings of the 27th International Conference on Computational Linguistics, Barcelona, Spain, pp. 53-58.
Olshefski, C., Lugini, L., Singh, R., Litman, D., & Godley, A. (2020). The discussion tracker corpus of collaborative argumentation.
Lugini, L., Litman, D., Godley, A., & Olshefski, C. (2018). Annotating student talk in text-based classroom discussions. Association for Computational Linguistics, 110-116.
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. & DeMartino, 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.
Schunn, C.D., Godley, A.J., & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent and Adult Literacy.
Amanda Godley, Professor, English Education and Language, Literacy & Culture, and LRDC Center Associate, and co-author Jeff Reaser were awarded the 2020 Richard A. Meade Award from the National Council of Teachers of English for outstanding research in English/language arts teacher development Critical Language Pedagogy: Interrogating Language, Power and Dialects in Teacher Education (2018).
Kudos to LRDC Center Associate Amanda Godley, Professor, School of Education, who has been named Vice Provost for Graduate Studies. Read more about the appointment in the July 10 University Times article.
June 29, 2020
Read about the Institute for Learning's (IFL's) June 2, 2020, Leaders Forum keynote "What Have We Learned From Online Learning that can Help Us Reimagine "Education?" by School of Ed Professor Amanda Godley in the June 11 University Times article.
June 11, 2020
Amanda Godley, Professor, School of Education, and LRDC Center Associate, is a member of the ARYSE team that won a 2020 Senior Vice Chancellor’s “Partnerships of Distinction Award” for work with refugee families and youth. The Alliance for Refugee Youth Support and Education (ARYSE) is a collaboration between two student clubs, the University Honors College and refugee communities throughout the Pittsburgh region for tutoring refugee families in their homes.
March 16, 2020
Diane Litman and Amanda Godley were featured in Pittwire's "What Will the 2020s Bring for AI?"
December 13, 2019
Amanda Godley (PI) and Diane Litman (co-PI) were awarded a three-year NSF Cyberlearning grant “Discussion Tracker: Development of Human Language Technologies to Improve the Teaching of Collaborative Argumentation in High School English Classrooms.”
September 1, 2019
Diane Litman and Amanda Godley have received a grant from the National Science Foundation for their project titled "EAGER: Discussion Tracker: Development of Human Language Technologies to Improve the Teaching of Collaborative Argumentation in High School English Classrooms."
July 29, 2018
Amanda Godley, Professor, Education, and LRDC Center Associate, is co-PI on a recently awarded NSF Cyberlearning grant entitled “Cyber-enabled Teacher Discourse Analytics to Empower Teacher Learning” with Sidney D’Mello, PI (University of Colorado), Sean Kelly, co-PI (University of Pittsburgh) and Patrick Donnelly, co-PI (California State University, Chico).
September 11, 2017
The National Science Foundation (NSF) IIS Division of Information and Intelligent Systems awarded a grant to Principal Investigator Rebecca Hwa, Associate Professor, Computer Science, and co-PIs Diane Litman, Faculty, Intelligent Systems Program, Professor, Computer Science, and LRDC Senior Scientist, and Amanda Godley, Associate Professor, English Education and Language, Literacy & Culture, and LRDC Center Associate, for "Development of Human Language Technologies to Improve Disciplinary Writing and Learning through Self-Regulated Revising."
September 5, 2017
LRDC Center Associate and Associate Professor, Education, Amanda Godley has been named co-editor of the academic journal English Teaching: Practice and Critique.
November 14, 2016