- Ph.D. in Curriculum and Instruction, Language and Literacy specialization, University of Texas at Austin
M.T. in Elementary Education, University of Virginia
B.A. in Psychology, University of Virginia
Caitlin McMunn Dooley is an associate professor in the Department of Early Childhood and Elementary Education Department at Georgia State University. Her research investigates literacy development (including digital literacies), teacher development, and literacy-related educational policies.
She serves as co-editor for the National Council of Teachers of English premier journal Language Arts (2011-2016) and has led and participated in funded research totaling more than $17.4 million. As principal investigator for the Integrated Computer Science project, funded by the National Science Foundation, Dooley is working with teachers to develop primary-level curricula for project-based integration of computational thinking and digital literacies. She received the Jerry Johns Promising Researcher Award from the College Reading Association/Association of Literacy Educators and Researchers in 2008, the Outstanding Dissertation — Distinguished Finalist from the International Reading Association in 2006 and the Outstanding Dissertation Award from the Georgia Association of Teacher Educators in 2005, among others. Her research has been published in national and international refereed journals and chapters. She is the lead author of “Literary Meaning Making,” a chapter in the Early Literacy Research Handbook, an international publication by Sage publications.
In addition to having taught elementary grades, Dooley has served as a consultant to the Texas Educational Agency Student Assessment Division, the national non-profit Children’s Literacy Initiative, as well as several urban schools and districts across the U.S.. Dooley earned her doctorate from the University of Texas at Austin and her undergraduate and master’s degrees from the University of Virginia.
*Selected publications; see CV for more.
Dooley, C. M, Calandra, B., and Harmon, S. (2014). “Reading response in a virtual world: Pre-service teachers experience Second Life.” Journal of Digital Learning in Teacher Education, 30(4), 121-130. DOI 10.1080/21532974.2014.927212.
Dooley, C. M., and Mays, L. C. (2014). “Literacy teachers engage in service-learning via community organization involvement.” The Teacher Educator, 49, 44-60. DOI 10.1080/08878730.2013.848003.
Welch, M. M., and Dooley, C. M. (2013). “Digital equity for young children: A question of participation.” Learning and Leading with Technology, May 2013. Available online: http://www.iste.org/learn/publications/learning-leading/ll-may-2013/feature-are-your-students-really-participating-
Dooley, C. M., and Welch, M. M. (2013). “Nature of interactions among young children and adult caregivers in a children’s museum.” Early Childhood Education Journal, June. Available online: http://link.springer.com/article/10.1007%2Fs10643-013-0601-x
Dooley, C. M. (2011). “The emergence of comprehension: A decade of research 2000-2010.” International Electronic Journal of Elementary Education, 4(1). Available online: http://www.iejee.com/index.html