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Nadia Behizadeh

Assistant Professor    Assistant Professor of Adolescent Literacy    
Education
Ph. D. in Educational Studies, Emory University, 2012
Master of Arts in Educational Studies, Emory University, 2011
Matter Authorization in Music, California State University, 2005.
Bachelor of Arts in English, University of Georgia, 2002.
Specializations
Adolescent writing instruction and assessment (including large-scale sociocultural portfolio assessment), authentic literacy instruction, culturally relevant pedagogy, reading and writing across the curriculum, and problem-based learning
Biography

Nadia Behizadeh is an assistant professor of Adolescent Literacy in the Department of Middle and Secondary Education in the College of Education at Georgia State University. Her past middle level experience includes teaching English, language arts, history, and reading; co-developing and running an advisory program; serving on a design team for a small school, and leading school-wide professional development using Critical Friends Groups. At the university level, she has taught undergraduate and graduate courses in educational research, content literacy, and language diversity, and supervised pre-service teachers. Her research interests include adolescent writing instruction and assessment (including large-scale sociocultural portfolio assessment), authentic literacy instruction, culturally relevant pedagogy, reading and writing across the curriculum, and problem-based learning. She is currently serving as Chair of the Dean’s Focus Group on Writing Research for the College of Education and serves as Program Faculty for the Bachelor of Science in Middle Level Education Program.

 

Publications

Behizadeh, N. (in press). Mitigating the dangers of a single story: Creating large-scale writing
assessments aligned with sociocultural theory. Educational Researcher.

Engelhard, G., & Behizadeh, N. (2012). Epistemic iterations and consensus definitions of
validity. Measurement: Interdisciplinary Research and Perspectives, 10(1-2), 55-58.

Engelhard, G., & Behizadeh, N. (2012). Exploring the alignment of writing self-efficacy
with writing achievement using Rasch measurement theory and qualitative methods. Journal of Applied Measurement, 13(2), 1-14.

Behizadeh, N., & Engelhard, G. (2011). Historical view of the influences of
measurement and writing theories on the practice of writing assessment in the United States. Assessing Writing, 16(3), 189-211.

Winn, M. T., & Behizadeh, N. (2011). The right to be literate: Literacy, education, and
the school-to-prison pipeline. Review of Research in Education, 35, 147-173.

 
How do you get students to remember vocab words? Why, give them graffitied versions for their notebooks, of course: via @gsucoe 2 days ago