Dr. Peggy Hickman
Associate Professor, Department of Leadership for Excellence and Equity in Education
Peggy Hickman, Ph.D. is Associate Professor, Department of Leadership for Excellence and Equity in Education, in the School of Education at Arcadia University. She completed her doctorate in Multicultural Special Education at the University of Texas, Austin in 2004. Her research interests include multicultural special education, early literacy and biliteracy, and educational leadership in diverse cultural and linguistic environments, with children in general and special education. She has consulted locally and presented regionally, nationally and internationally on these topics. She has published articles in Learning Disabilities Quarterly, Exceptional Children, Teaching Exceptional Children, and The Reading Teacher, among others, and co-authored a book published by the International Reading Association entitled Dynamic Read-Aloud Strategies for English Learners: Building Language and Literacy in the Primary Grades. In addition, Dr. Hickman taught school-aged students for nine years including students in pre-kindergarten through second grade in monolingual English and bilingual inclusive settings. Dr. Hickman teaches master’s courses in educating English Language Learners, as well as assessment. At the doctoral level, Dr. Hickman teaches courses in educating diverse populations in addition to introductory, and qualitative, research methods seminars.
Recent and Selected Publications:
- Hickman, P., & Pollard-Durodola, S. (2009). Storybook reading: Dynamic vocabulary and comprehension instruction for English-language learners. Alexandria, VA: International Reading Association. Book Club Book of the Month, April 2009.
- Hickman, P., & García, S. B. (2014, July (in press)). Leadership for equitable learning environments for diverse Latina/o students. New York State TESOL (NYSTESOL) Journal.
- Dray, B., & Hickman, P. (2014, July (in press)). Re-imagining quality education for Latin@ students at the crossroads of disability and second language acquisition New York State TESOL (NYSTESOL) Journal.
- Dray, B., & Hickman, P. (2011). Understanding complex ecologies to disentangle White identity: It’s a journey, not a destination. Curriculum and Teaching, 26(2), 85-100.
- Verden, C. E., & Hickman, P. (2009). “Teacher, it’s just like what happens at my house.” TEACHING Exceptional Children Plus, 5(6) Article 5. Retrieved from http://escholarship.bc.edu/education/tecplus/vol5/iss6/art5
- Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook Reading: Improving Vocabulary and Comprehension for English-Language Learners. The Reading Teacher, 57(8), 2-12).
- Linan-Thompson, S., Vaughn, S. R., Hickman, P., & Kouzekanani, K. (2003). Effective Reading Instruction for English Language Learners with Reading Difficulties. Elementary School Journal, 103(3), 221-237.
- Vaughn, S. R., Linan-Thompson, S., & Hickman, P. (2003). Response to Treatment as a Way of Identifying Students with Reading/Learning Disabilities. Exceptional Children, 69(4), 391-410.
School of Education
Taylor Hall, Rm. 200