H. Emily Hayden

Assistant Professor

Learning and Instruction

 584 Baldy Hall

Adaptive Expertise in Literacy Teaching
Reflective Practices in Teaching
Mixed Methods Research
Research into Reflective Practices and Adaptive Expertise
Literacy Education

Jump to Publications

I am interested in the translation of research into practice in K-12 literacy instruction, specifically, describing adaptive expertise in teaching and the development of such expertise for novice teachers. My current research focuses on teachers’ reflective practices including issues of agency and discourse around problems and dilemmas encountered in teaching practice. I am also conducting case studies with teachers exploring the enactment of pedagogical content knowledge in classroom teaching, academic vocabulary selection and acquisition, and academic language frameworks to support reading and writing in content area classrooms. I have been involved in projects exploring the efficacy of reading fluency instruction and evaluating the outcomes of Reading First interventions in K-3 classrooms.

  • Ph.D., Educational Studies, University of Nebraska-Lincoln, 2010
  • Ed.M., Leadership Education, University of Nebraska-Lincoln, 2003
  • B.S., Education, University of Nebraska-Lincoln, 1989

Current Courses

  • LAI 551: Childhood Reading Methods
  • LAI 560: Improvement of Instruction in Language Arts
  • LAI 638: Reflection in Teaching: Research and Practice

Hayden, H. E. & Chiu, M. M. (in press). Reflective teaching via a problem exploration-teaching adaptations-resolution cycle: A mixed methods study of pre-service teachers’ reflective notes. Journal of Mixed Methods Research.

Hayden, H. E. & Chiu, M. M. (2013). Lessons learned: Supporting the development of reflective practice and adaptive expertise. In Dunston, P.J., Fullerton, S.K., Bates, C.C., Stecker, P.M., Headley, K., (Eds.) 62nd Literacy Research Association Yearbook.

Hayden, H.E., Moore-Russo, D., & Marino, M. (2013). One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 144-156.

Hayden, H. E., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: A view from the top, and the ascent. Teaching Education, http://www.tandfonline.com/eprint/tjAx6Y4bYNpsiWfS5UE8/full

Hayden, H.E. (2011). “How will it help my students?” What teachers consider when they consider participating in classroom intervention research. Research in the Schools, 18(2), 1-15.

Hayden, H.E. (2010). Pathways to Reflection: Exploring the Reflective Analytical Practices of Novice Teachers. http://digitalcommons.unl.edu/cehsdiss/61/

Trainin, G., Wilson, K.M., Hayden, E., Erickson, J., (2009). Examining the benefits of technology in increasing fluency. Great Plains Institute of Reading and Writing. Digital Commons, http://digitalcommons.unl.edu/cehsgpirw/19/

Perry, C.M., De Ayala, R.J., Lebow, R., Hayden, E. (2008). A validation and reliability study of the physical activity and healthy food efficacy scale for children (PAHFE). Health Education and Behavior, 35, 346-360.

Hayden, H.E., Trainin, G., Javorsky, K., Murphy-Yagil, M., Cook, K. (2008). Nebraska Reading First 2007-2008 Annual Report. Great Plains Institute of Reading and Writing. Digital Commons, http://digitalcommons.unl.edu/cehsgpirw/18/

Hayden, H.E., Murphy, M., Trainin, G. (2008). Nebraska Reading First, 2007-08 Fall Report. Great Plains Institute of Reading and Writing. Digital Commons, http://digitalcommons.unl.edu/cehsgpirw/14/

Hayden, H. E., Trainin, G. (2007). Review of “Whole Language Teaching, Whole-Hearted Practice” by Taylor, M. At http://edrev.asu.edu/brief/aug07.html