JOY DANGORA ERICKSON
Assistant Professor of Early Childhood Education
Endicott College | School of Education
376 Hale Street, Beverly, MA 01915
Jdangora@endicott.edu
EDUCATION
Ph.D., Curriculum and Instruction (Literacy and Language)
University of New Hampshire, Durham, NH
Dissertation: Emic views of a reading intervention: A qualitative case study of motivation and engagement
M.S.Ed., Literacy and Language
Purdue University, West Lafayette, IN
B.A.Ed. (with highest distinction), Elementary Education
Purdue University, West Lafayette, IN
PROFESSIONAL EXPERIENCE
2020-Present: Assistant Professor of Early Childhood Education, Endicott College
2019-2020: Assistant Professor of Language Arts and Literacy, Springfield College
2019-2020: Research Assistant, University of New Hampshire
2018-2019: Dissertation Year Fellow (highly competitive university-wide fellowship), University of New Hampshire, Durham
2018-2019: Visiting Instructor and Reading Practicum Supervisor, Salem State University
2015-2018: Graduate Assistant (Teaching and Research), University of New Hampshire
2013-2015: Literacy Specialist and Coach (Grades K-5), Doyon Memorial School, Ipswich, MA
2012-2013: Reading Interventionist (Grades K-5), Bentley Elementary School, Salem, MA
2011-2012: Elementary Generalist (Grade 4), Lowell Community Public Charter School, Lowell, MA
2004-2011: Elementary Generalist (Grades 4-6), Happy Hollow Elementary School, West Lafayette, IN
INTERNSHIPS
2018: Research Intern
Center for Applied Special Technology (CAST), Wakefield, MA
IES Funded Project: Keys to Writing Smarter: An Online Writing Workbench for Students with High Incidence Disabilities
2016: Independent Program Provider
Seacoast Science Center, Rye, NH
Program: Building Ocean Vocabulary with Poetry and Art (Pre-K to Grade 6)
AWARDS AND HONORS
2022 Top Cited Author, The Reading Teacher
2022, 2023 Endicott College Woman of Impact Award
2022 Endicott College Faculty of the Year Award (nominated)
2021, 2022 Endicott College Academic Excellence Award (nominated)
2021 Endicott College Honorary KDP Member (awarded by students)
2019 Top Downloaded Paper, The Reading Teacher
2018 LRA Student Outstanding Research Award
2018-2019 UNH Dissertation Year Fellow (campus-wide award)
2018 AERA Division C Graduate Student Seminar Scholar
2017 New England Philosophy of Education Society Graduate Paper Award
2016 UNH Philosophy of Education Graduate Paper Award (2nd Place)
2015-2018 UNH Graduate Tuition Scholarship
2007-2008 Purdue University Lloyd Alexander Graduate Scholarship
SELECT PUBLICATIONS
Refereed Articles
*Erickson, J.D., Davison, K. & Markmann, S. (forthcoming). Young English learners' motivation for reading intervention. Journal of Early Childhood Literacy.
Erickson, J.D. & Thompson, W. C. (forthcoming). Enacting civic-minded early childhood pedagogy in the context of chauvinistic education legislation. Education Theory.
Erickson, J.D. (2023). Young children’s perceptions of a reading intervention: A longitudinal case study of motivation and engagement. Reading & Writing Quarterly.
Erickson, J. D., Rousseau, K., Barlow, M., Wing, K., & Thompson, W. (2022). Collaborative autoethnography as a tool for developing social-justice-oriented preschool experiences. Kappa Delta Pi Record, DOI: https://doi.org/10.1080/00228958.2022.2131657
Erickson, J. D. & Thompson, W. C. (2022) Engaging traits of reasonableness for civic and moral development: against an unchecked apprehension of indoctrination, Journal of Curriculum Studies, DOI: 10.1080/00220272.2021.1989049
Ward, A. & Erickson, J.D. (2021). Sharing what works: Building knowledge through practitioner case study. The Reading Teacher.
Erickson, J. D., Ward, A., Chase, J., & Fornauf, B. (2021). 5 principles to nurture motivation within early reading interventions. The Reading Teacher.
Fornauf, B. & Erickson, J. D. (2020). Toward an inclusive pedagogy through UDL in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
Erickson, J.D., Condie, C., & Wharton-McDonald, R. (2020). Harnessing the power of young children’s perceptions to support motivation. The Reading Teacher, 73(6), 777-787.
Erickson, J. D. (2019). Primary students’ emic views of reading intervention: A qualitative case study of motivation. Literacy Research: Theory, Method, and Practice, 68(1), 86-107.
Graham, S., Evans, C., Fornauf, B. & Erickson, J. D. (2019). Methodological challenges in estimating effects of educational interventions for students with disabilities. Teachers College Record.
Erickson, J. D. & Thompson, W. C. (2019). Preschool as a wellspring for democracy: Endorsing traits of reasonableness in early childhood education. Democracy & Education.
Erickson, J.D. (2019). Primary readers' perceptions of a camp guided reading intervention: A qualitative case study of motivation and engagement. Reading & Writing Quarterly: Overcoming Learning Difficulties, 35(4), 354-373.
Erickson, J. D. (2019). More hygge!: Promoting comfort and wellbeing within reading spaces and programs. The Massachusetts Reading Association Primer [Calendar].
Erickson, J. D. & Wharton-McDonald, R. (2018). Fostering autonomous motivation and early literacy skills. The Reading Teacher, 72(4), 475-483.
Erickson, J. D. & Fornauf, B. (2017). Supporting primary students’ reading motivation over the summer: An investigation of teachers’ instructional literacy practices and perceptions in a thematic camp setting. Journal of Early Childhood Literacy.
Erickson, J. D. (2016). Maintaining developmentally appropriate literacy practices in standardized classrooms: A Freirean framed review of the literature. Early Child Development and Care, 188(3), 296-309.
Invited Articles
Dangora, J. (2009). Second reaction: Lunar literature on the fortieth anniversary of Apollo 11. First Opinions, Second Reactions, 2(2).
Dangora, J. (2008). Second reaction: “My Feet Are Laughing”. First Opinions, Second Reactions, 1(1).
Books
Erickson, J.D. (2022). Reading Motivation: A Guide to Understanding and Supporting Children's Willingness to Read. Rowman & Littlefield.
Book Chapters
Erickson, J.D. & Pharris, K. (forthcoming). Ignoring difference: How an anti-divisive concepts law changed the trajectory of an anti-bias curriculum project.
Erickson, J. D. (2023). Punishment in early childhood: Do exclusionary practices threaten children’s moral rights? In W. C. Thompson and J. Tillson (Eds.), Pedagogies of Punishment: The Ethics of Discipline in Education. Bloomsbury.
Erickson, J.D. & Thompson, W. C. (2023). Young children as democratic participants: Ethical consideration for research and practice. In S. DeZutter (Ed.), International Perspectives on Educating for Democracy in Early Childhood. Routledge.
Erickson, J. D. (2018). Cultivating culturally responsive elementary classrooms with empathetic critical integrations. In J. Sharkey (Ed.), Engaging research: Transforming practices for the elementary classroom. Washington, D.C.: TESOL Publications.
Wharton-McDonald, R. & Erickson, J.D. (2016). Reading comprehension in the middle grades: Characteristics, challenges and effective supports. In S. Israel (Ed.), Handbook of research on reading comprehension. New York, NY: Guilford Press.
Dangora, J. (2010). African American young adult literature and black adolescent identity: Developing a sense of self and society through narrative. In J. Alsup (Ed.), Young adult literature and adolescent identity across cultures and classrooms: Contexts for the literary lives of teens, (pp.19-30). New York, NY: Routledge Press.
Book Reviews
*Erickson, J.D., Markmann, S., & Davis, Ashleigh (2022). From Oops to Aha: Portraits of Learning from Mistakes in Kindergarten [Book Review]. Teachers College Record.
*Erickson, J. D., Farkash, S. & Novak, A. (2021). Mentoring and Coaching in Early Childhood Education [Book Review]. Teachers College Record.
Erickson, J. D. & Furman, C. (2020). Growing Child Intellect: The Manifesto for Engaged Learning in the Early Years [Book Review]. Teachers College Record.
Commentaries
DeZutter, S. L., Erickson, J. D., Gorham, M. V., Lubuva, P., Malins, P., Pechtelidis, Y., Phillips, L., Ritchie, J., & Thompson, W. C. (2023). Collaborative commentary: How should citizenship education be conceptualized? In S. DeZutter (Ed.), International Perspectives on Educating for Democracy in Early Childhood. Routledge.
Erickson, J. D., Furman, C. A., Calzini, J. K., & Ward, A. (Fall, 2022). Loving the questions: Encouraging critical practitioner inquiry into reading instruction. Perspectives on Urban Education Journal, 20(1). https://urbanedjournal.gse.upenn.edu/archive/volume-20-issue-1-fall-2022/loving-questions-encouraging-critical-practitioner-inquiry
Erickson, J. D. (2017). The invaluable role of the public schools in maintaining a free pluralistic society: Education for citizenship begins in preschool [Commentary]. Teachers College Record.
* denotes publication written with Endicott College students
SELECT PRESENTATIONS
Erickson, J.D. (2023). On Ethically Examining and Supporting Children's Civic Engagement and Development. Panel presentation at the virtual Meeting of the American Educational Research Association..
Erickson, J.D. (2023). Impeding children's flourishing: Considering forced changes to an anti-bias curriculum project. Poster presented at the place-based Annual Meeting of the American Educational Research Association. Chicago, IL.
Erickson, J.D. & Thompson, W. C. (2023). Enacting civic-minded early childhood pedagogy in the context of chauvinistic education legislation. Paper workshopped at the Annual Meeting of the Philosophy of Education Society. Chicago, IL.
Erickson, J. D. (2023). Reflecting on method: Democratic practices in scholar-practitioner collaborations. Symposium presentation at the Annual Meeting of the Philosophy of Education Society. Chicago, IL.
Erickson, J.D. (2022). Dual language learners’ motivation for an early reading intervention. Roundtable presented at the Annual Meeting of the Literacy Research Association. Phoenix, AZ.
Erickson, J. D. & Thompson, W. C. (2022). On reading interventions and flourishing: Considering children's present and future freedoms. Paper presented at the North Eastern Philosophy of Education Conference, Philadelphia, PA.
Erickson, J. D. & Rousseau, K. (2022). Teaching for freedom in today’s early childhood spaces. Paper presented at the North Eastern Philosophy of Education Conference, Philadelphia, PA.
Erickson, J. D. (2022). Young English learners' perceptions of a reading intervention: A case study of motivation and engagement. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.
Erickson, J. D. (2022). Punishment in early childhood: Exclusionary discipline practices threaten young children's moral rights. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.
Erickson, J.D. & Pharris, K. (2022). Ignoring difference: How an anti-divisive concepts law changed the trajectory of an anti-bias curriculum project. Paper presented and workshopped at the Philosophy of Education Society Conference [virtual pre-conference], San Jose, CA.
Erickson, J. D. & Pharris, K. (2021). Doing the work in ECE: Using collaborative autoethnography to support the development of social-justice oriented curriculum. Paper presented at the John Dewey Memorial Conference, Burlington, VT.
Erickson, J. D. (2021). Collaborative autoethnography as a means of supporting the design of antiracist preschool experiences. Roundtable presented virtually at the meeting of the New England Educational Research Organization.
Erickson, J. D. & Ward, A. (2020). Case study as a holistic and naturalistic approach to studying literacy motivation and engagement. Paper presented virtually at the meeting of the Literacy Research Association.
Erickson, J. D. & Thompson, W. C. (2020). Preparing young citizens for democratic participation: Ethical considerations for practitioners and researchers. Paper presented virtually at the meeting of the New England Philosophy of Education Society.
Erickson, J.D. (2020). Young children’s perceptions of a reading intervention: A longitudinal case study of motivation and engagement. Paper accepted for presentation at the meeting of the American Educational Research Association, San Francisco, CA (Conference cancelled).
Erickson, J. D. (2019). “I really want to read more about animals…”: Kindergarten children share their motivation-related perceptions of a reading intervention. Paper presented at the meeting of the Literacy Research Association, Tampa, FL.
Erickson, J. D. & Thompson, W. C. (2019). Scaffolding reasonableness in preschool: Civic development as a component of moral education for life in liberal democracies. Paper presented at the meeting of the New England Philosophy of Education Society, Boston, MA.
*Erickson, J. D. (2019). The epistemological underpinnings of case study methodology. Paper presented at the meeting of the American Psychological Association, Chicago, IL.
Erickson, J.D. (2019). K-2 readers’ perceptions of a Tier 2 reading intervention: A qualitative case study of motivation and engagement. Paper presented at the MACURE Research Roundtable; Massachusetts Reading Association Conference, Quincy, MA.
Erickson, J. D. (2018). Primary students’ emic views of reading intervention: A qualitative case study of motivation. Paper presented at the meeting of the Literacy Research Association, Indian Wells, CA.
Erickson, J. D. & Thompson, W. C. (2018). Considering Hand’s (2018) moral standards pedagogical frame alongside advocacy for the cultivation of traits of reasonableness in early childhood. Paper presented at the meeting of the New England Philosophy of Education Society, Somerville, MA.
Erickson, J. D. (2018). Exploring primary students’ unique perspectives specific to reading intervention occurring at a thematic summer camp: A qualitative case study. Paper presented at the meeting of the New England Educational Research Organization, Portsmouth, NH.
Graham, S., Evans, C., Fornauf, B. & Erickson, J.D. (2018). Methodological challenges in estimating effects of educational interventions for students with disabilities. Paper presented at the meeting of the American Educational Research Association, New York, NY.
Erickson, J.D. (2018). Supporting early literacy motivation alongside skill development: Lessons from SDT. Workshop presented at the meeting of the Massachusetts Reading Association, Quincy, MA.
Erickson, J.D. (2017). Early childhood education for citizenship: Conservatively cultivating reasonableness. Paper presented at the meeting of the New England Philosophy of Education Society, Cambridge, MA.
Erickson, J.D. (2017). Cultivating reading motivation in early childhood: An inquiry into predominant instructional approaches at a thematic summer literacy camp. Poster presented at the meeting of the International Literacy Association, Orlando, FL.
Erickson, J.D. (2017). Generating interest in reading over the summer: An investigation of primary teachers’ instructional literacy practices and perceptions in a thematic camp setting. Paper presented at the 38th Annual Ethnography in Education Research Forum, Philadelphia, PA.
Erickson, J.D. (2017). The intersection of kindergarten literacy standards and developmentally appropriate practice: What the literature reveals. Paper presented at the MACURE Research Roundtable; Massachusetts Reading Association Conference, Quincy, MA.
* denotes panel presentation
MEDIA HITS
Erickson, J. D. (2023, February). On reading. Thinking in the Midst PES Podcast.
Erickson, J.D. (2021, April). Working against racial bias in early childhood. Fordham Conversations WFUV Podcast.
Erickson, J. D. (2020, September). Antiracism education and young children: Best ways to teach anti-bias. Pittsburgh Parent.
Erickson, J.D. (2019, May). The next adventure: UNH doctoral student receives prestigious award. UNH Today.
GRANTS
2022-2023 Endicott College Professional Development Grant ($4500)
2021-2022 Endicott College Professional Development Grant ($4500)
2021-2022 Endicott College Course Release (Spring Semester)
2020-2021 Endicott College Small Projects Research Grant ($750)
2020-2021 Endicott College Course Release (Spring Semester)
2020-2021 Endicott College Professional Development Grant ($350)
2019-2020 Springfield College Department of Education Professional Development Grant ($500)
2019-2020 Springfield College Travel Grant ($900)
2018-2019 New Hampshire Charitable Fund Express Grant ($5000), Book to Art: Book Clubs for the Seacoast’s Early Readers
2016-2018 UNH John & H. Irene Peters Professorship Travel Grant ($1000)
2016-2018 UNH Department of Education Professional Development Grant ($1000)
2016-2018 UNH Graduate School Student Travel Grant ($400)
2015-2016 Ipswich Public Schools Mini-Grant ($5000), Literacy Intervention
2015-2016 Ipswich Public Schools Mini-Grant ($5000), A Celebration of Authors
2014-2015 Ipswich Public Schools Mini-Grant ($5000), A Celebration of Authors
COURSES TAUGHT
ED 207: Strategies of Early Childhood Education, EC
ED 221: Emergent Literacy, EC
ED 222: Culturally Responsive Pedagogy, EC
ED 308: Methods of Early Childhood Education, EC
ED 310: The Power of Play, EC
ED 320: Classroom Management, EC
ED 400: Practicum in Early Childhood Education, EC
EDUC 329: Sheltered English Immersion, SC
EDUC 628: Sheltered English Instruction, SC
EDUC 330: Literacy Pre-Practicum Seminar, SC
EDUC 210: Children’s Literature, SC
EDUC 327: Foundations of Literacy, SC
EDUC 627: Literacy across the Content Areas, SC
EDUC 745A: Literacy, Language & Diversity, SC
EDC 400: Literacy Development I, SSU
EDUC 840P: Reading Specialist Practicum, SSU
EDUC 507: Literacy Tutoring in the Elementary School, UNH
EDUC 897B: Literacy Intervention for Elementary Teachers, UNH
EDUC 897A: Literacy Assessment for Elementary Teachers, UNH
PROFESSIONAL SERVICE AND ACTIVITIES
President, New England Philosophy of Education Society (2021-Present)
MAECTE Board Member (2021-Present)
Vice President & Conference Chair (President-elect), New England Philosophy of Education Society (2019-2021)
Member, Editorial Advisory Board for The Handbook of Research on Education as Driving Force of Equality for the Marginalized, IGI Global (2020-Present)
Massachusetts DESE Literacy Champion (2020)
Ad Hoc Reviewer, International Journal of Early Years Education (2020)
Symposium Organizer and Session Co-Chair, APA (2019)
Ad Hoc Reviewer, Developmental Psychology (2019)
Ad Hoc Reviewer, Reading Psychology (2018)
Graduate Student Ambassador, APA Division 15 (2017-2019)
Reviewer, AERA (2017-2018)
Reviewer, LRA (2017-2018)
Reviewer, AESA (2016)
Reviewer, NEPES (2016-2021)
Conference Session Chair, NEPES (2017-2020)
PROFESSIONAL AFFILIATIONS
National Association for the Education of Young Children (NAEYC)
Massachusetts Association of Early Childhood Teachers (MAECTE)
American Educational Research Association (AERA)
International Literacy Association (ILA)
Literacy Research Association (LRA)
Massachusetts Association of College and University Reading Educators (MACURE)
Massachusetts Reading Association (MRA)
North Eastern Philosophy of Education Society (NEPES)
TEACHING CERTIFICATIONS
Massachusetts Teacher License (Elementary Grades 1-6; Reading Specialist K-12; ESL K-12)
New Hampshire Teacher License (Reading Teacher K-12)
