Publications

Dawson, C., & Sieben, N. (2021). Writing-rich workshops as pathways for transformative teacher learning. English Leadership Quarterly 44(1), 12-16. Honorable Mention: 2022 Conference on English Leadership English Leadership Quarterly Best Article Award.

Dawson, C. (2021). Creating dialogic spaces through collaborative writing. The English Record 71(2), 61–77.

Dawson, C., Fenton, S., & Ruby, R. (2020).  From Bystander to community:  A school-wide journey in literacy and social-emotional learning. Voices from the Middle 27(3), 33-38. Honorable Mention: Linda Rief Award.

Dawson, C., & Case, A.F. (2020). Upcycling the edTPA:  Practicing advocacy. In Fleischer, C., & Garcia, (Eds.) Everyday advocacy: Teachers who change the literacy narrative.  New York, NY:  W. W. Norton and Company. 

Dawson, C., Ponzio, C., Robinson, N.L., VanRiper, J., & Hanson, K. (2020). Composing advocacy as teacher-writers. In Fleischer, C., & Garcia, A. (Eds.) Everyday advocacy: Teachers who change the literacy narrative.  New York, NY:  W. W. Norton and Company. 

Dawson, C. (2018). Visual thinking strategies in the English classroom:  Empowering students to interpret unfamiliar texts. Voices from the Middle 26(1), 44-48. 

Dawson, C. (2017).  The teacher-writer:  Creating writing groups for personal and professional growth.  New York:  Teachers College Press.

Dawson, C. (2017). From cooking lessons to the writing workshop: Reflections on teaching and learning. Teachers, Profs, Parents: Writers Who Care. Peer-reviewed blog sponsored by the Conference on English Education’s Commission on Writing Teacher Education.

Dawson, C. (2017).  Composing poetry and a writer’s identity:  Positive social updrafts in a community of writers.  In Smagorinsky, P. (Ed.) Creativity and community among autism-spectrum youth:  Creating positive social updrafts through play and performance.  New York:  Palgrave Macmillan.

Dawson, C., Hanson, K., Ponzio, C., Robinson, E., & VanRiper, J. (2013).  “Trying to find “the funny”:  A teacher writing group’s inquiry into humor writing.  (Research for the classroom column).  English Journal 102(6).  

Applebee, A., Langer, J., with Wilcox, K.C., Nachowitz, M., Mastroianni, M., & Dawson, C. (2013).  Writing instruction that works: Proven methods for middle and high school classrooms.  New York:  Teachers College Press.

Dawson, C. (2013).  Writing in the English language arts.  In A. Applebee, J. Langer, K. C. Wilcox, M. Nachowitz, M. Mastroianni, & C. Dawson.   Writing instruction that works: Proven methods for middle and high school classrooms.  New York:  Teachers College Press.

Dawson, C., Robinson, E., Hanson, K., VanRiper, J., & Ponzio, C. (2013).  Creating a breathing space:  An online teachers’ writing group.  English Journal 102(3).  

Whitney, A. E., Anderson, K., Dawson, C., Kang, S., Olan, E., Olcese, N., & Ridgeman, M. (2012).  Audience and authority in the professional writing of teacher-authors.  Research in the Teaching of English 46(4), 390-419.  

Dawson, C. (2009).  Beyond checklists and rubrics:  Engaging students in authentic conversations about their writing.  English Journal 98(5), 66-71.