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Photo of Joy Erickson in front of Springfield College seal.

Ph.D., Curriculum and Instruction (Literacy and Language)
                        University of New Hampshire, Durham, NH
M.S.Ed., Literacy and Language
                        Purdue University, West Lafayette, IN
B.A.Ed. (with highest distinction), Elementary Education
                        Purdue University, West Lafayette, IN

Joy Dangora Erickson is an assistant professor of language arts and literacy. She is a former elementary school teacher, reading specialist, and literacy coach. Her research interests include early childhood reading motivation, early childhood education for citizenship, and critical literacy.

Certifications and Memberships

Literacy Research Association (LRA)
Massachusetts Reading Association (MRA)
New England Philosophy of Education Society (NEPES)
American Psychological Association (APA)
American Educational Research Association (AERA)

Presentations

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.

Publications

Erickson, J. D. (accepted). Primary students’ emic views of reading intervention: A qualitative case study of motivation. Literacy Research: Theory, Method, and Practice.

Fornauf, B. & Erickson, J. D. (accepted). Toward an inclusive pedagogy through UDL in higher education. Journal of Postsecondary Education and Disability.

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. (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.

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. (2017). The invaluable role of the public schools in maintaining a free pluralistic society: Education for citizenship begins in preschool [Commentary]. Teachers College Record. 

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.