Associate Professor

Michelle Fowler-Amato

NORFOLK, 23529

Ph.D. in Curriculum and Instruction, The University of Texas at Austin, (2015)

M.A. in Curriculum and Instruction, The University of Texas at Austin, (2010)

B.A. in Secondary Education - Theatre and English, University of Maryland - College Park, (1998)

Contracts, Grants and Sponsored Research

Fowler-Amato, M. and Warrington, A. "Seeking Antideficit English Education Through Teacher/Researcher Collaborations" $2,500. November 2017 - August 2019
Fowler-Amato, M. "Working On Equity and Inclusion in the English Class Through Teacher/Researcher Collaborations" $3,000. June 2018 - August 2018


English Education
Social Justice and Literacy
Teacher Education and Professional Development
Inquiry-based Instructional Models for Teaching and Learning


Weaver, M. M. and Fowler-Amato, M. (2022). Understanding English teachers' ideological becoming in the work toward linguistic justice. English Education 55 (1) , pp. 49-71.
Fowler-Amato, M. (2020). New possibilities for field experiences: Learning in practice in a university writing center. Teaching/Writing: The Journal of Writing Teacher Education 9 (1) , pp. Article 22.
Fowler-Amato, M. and Long, S. L.. (2020). The road to occupying language in our classrooms: Learning from and for our students. English Leadership Quarterly 43 (1) , pp. 2-7.
Fowler-Amato, M., Hikida, M., O'Neil, E. and Taylor, L. (2019). Introduction to the CITE-ITEL database: Access, dialogue, and possibility. Contemporary Issues in Technology and Teacher Education 19 (2) , pp. 156-170.
Fowler-Amato, M., LeeKeenan, K., Warrington, A., Nash, B. L.. and Brady, R. B.. (2019). Working toward a socially just future in the ELA methods class. Journal of Literacy Research 51 (2) , pp. 158-176.
Fowler-Amato, M. and Warrington, A. (2017). Teachers as designers: Social design experiments as vehicles for antideficit English education. Literacy Research: Theory, Method, and Practice 66 (1) , pp. 358-372.
Fowler-Amato, M. (2017). Taking on the role of participant observer in research studies that aim to transform teaching and learning. SAGE Research Methods Cases.
Price-Dennis, D., Wiebe, M. Trinh. and Fowler-Amato, M. (2014). Learning to Develop a Culturally Relevant Approach to 21st Century Writing Instruction. Teaching/Writing: The Journal of Writing Teacher Education 3 (2) , pp. 5.
Skerrett, A., Bomer, R., Fowler-Amato, M. and Janksy, K. (2013). Meeting them where they are: Researching youth literacies in and out of school. Literacy Research Association, Inc. 62 (1) , pp. 144–156.
Fowler-Amato, M. (2013). Supporting multilingual writers: Teachers working together to re-­think writing instruction. Focus on the middle 25 (4).
Skerrett, A., Fowler-Amato, M., Chamberlain, K. and Sharp, C. (2012). Writing Across Lifeworlds. Literacy Research Association, Inc. 61 (1) , pp. 132-144.
Roser, N., Martinez, M. and Fowler-Amato, M. (2011). The power of picturebooks: Resources that support language and learning in middle grade classrooms. Voices from the Middle 19 (1) , pp. 24-31.

Book Chapters

Warrington, A. and Fowler-Amato, M. (2019). Engaging preservice teachers in productive struggle through antideficit English education Possibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization Lanham, Maryland: Rowman & Littlefield.
Bomer, R. and Fowler-Amato, M. (2014). Expanding adolescent writing: Building upon youths’ practices, purposes, relationships and thoughtfulness Best Practices in adolescent literacy instruction New York, NY: Guildford Press.
  • 2023: Joel S. Lewis Award for Excellence in Student Mentoring, Old Dominion University College of Arts and Letters
  • 2021: Best Article Award, English Leadership Quarterly