Michelle L. Amos

Michelle Amos has more than two decades of experience in reading education, working with learners from sixth grade through adult, specializing in meeting the needs of students with a range of learning challenges. She earned her BA in English and MSE in English Secondary Education Instruction and Curriculum from the University of Florida and her MA in Reading Specialist and Ed.D in Adult Learning and Leadership from Teachers College, Columbia University. Dr. Amos’ areas of research include supporting Scholarship of Teaching and Learning through Communities of Practice, the use of technology by English Language Learners, identifying supportive methods of online instruction, and the impact of cognitive bias on reading comprehension in an increasingly polarized media environment.

Publications

Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Rachel C. Plews, Michelle L. Amos. © 2020. 470 pages.
Educational developers play a central role in supporting faculty members and informing their ongoing professional development programming through the scholarship of teaching and...
Practicing What We Teach: Using SoTL to Challenge Preservice Teachers' Assumptions With the Reading/Writing Workshop Model
Practicing What We Teach: Using SoTL to Challenge Preservice Teachers' Assumptions With the Reading/Writing Workshop Model
Michelle L. Amos, Morgan Ely. © 2020. 24 pages.
Using the SoTL framework provides students with an accessible, relevant model of professional and critical reflection on practice. Explicit participation in this research can...
The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland
The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland
Michelle L. Amos, Rachel C. Plews. © 2019. 13 pages.
This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to...