michelle hasty 

• coaching models and practices
• developing critical cultural competence
• integrated literacy methods of teaching english
• language arts planning, instruction, and assessment

• adolescent literacy
• critical literacy
• reading and writing motivation
• effective practices in teaching writers

schrodt, k., fitzpatrick, e., nunnery, b., barksdale, b., & hasty, m. (in press, 2021). teaching writing with mentor texts. young children.

hauptman, a. l. (2019). elevating student voice and creativity through writing possibilities. ohio journal for english language arts, 58 (2).

schrodt, k., fitzpatrick, e., hasty, m. m., kim, j., & tharp, t. (2019). an examination of mindset instruction, self-regulation, and writer's workshop on kindergarteners' writing performance and motivation: a mixed-. reading & writing quarterly.

hauptman, a. l., hasty, m., & simone, j. (2019). better together on behalf of our children. reading teacher.

hauptman, a., & hasty, m. m. (2018). seeing ourselves as writers: using a dual lens. voices from the middle.

hasty, m., hauptman, a., & schrodt, k. (2017). the power of perspectives: viewing stories from three dimensions. ohio journal for english language arts, 52 (2).

hasty, m. m., & fain, j. g. (2014). emergent understandings: multilingual fourth grade students generating close reading and multimodal responses to global and informational texts. urban education, 2 (1), 10-20.

fain, j. g., howard, m., hasty, m. m., & wood, s. (2014). constructing the. journal of reading education.

schrodt, k., fain, j. g., & hasty, m. m. (2014). exploring culturally relevant texts with kindergarteners and their families. reading teacher.

hasty, m., & schrodt, k. (2014). using writing to support close reading: engagement and evidence from the text. voices from the middle.

read to be ready (2015-2019) wrote curriculum and delivered professional learning across tennessee for the state department of education for the purpose of creating summer literacy camps for children based on reading motivation and the goal of helping children to see themselves as readers and writers and to learn to love reading and writing.

hasty, m. m. & hauptman, a. (2016-2017). "from monologue to natural, critical conversation: the miracle of modeling. literacy research association, nashville, tennessee.

hasty, m., hauptman, a., butler, m., & howell, s. (2015-2016, april). using the read-think-write format to integrate reading, writing listening, thinking, and speaking across all subjects, all day. nashville area association for the education of young children (naaeyc), nashville, tennessee.

hasty, m., foster, k., robinson, d., & neal, k. w. (2015-2016, november). beginning with the end in mind: coming together to create community. metro nashville public schools family engagement summit, nashville, tennessee.

hauptman, a., hasty, m., tubb, k., & young, j. (2019-2020). building communities of readers and writers: fostering writing and reading identities of teachers and students. national council of teachers of english annual convention, new orleans, louisiana.

hasty, m. & hauptman, a. (2018-2019). teachers as writers: developing a dual lens. national council of teachers of english annual convention, houston, texas.

hasty, m. & schrodt, k. (2015-2016, november). the relationship among mindset instruction, kindergarteners' performance, and motivation in writer's workshop. national council of teachers of english annual convention, minneapolis, minnesota.

fain, j. g., howard, m., hasty, m., & wood, s. (2014-2015). emergent understandings: diverse schools generating close reading and multimodal responses to global and informational texts. annual ethnography in education research forum, philadelphia.

hasty, m. & schrodt, k. (2014-2015). exploring multiple perspectives and critical response to text with middle schoolers. american middle level educators annual conference, nashville, tennessee.

hasty, m., maxwell, m., & schrodt, k. (2014-2015). connecting the stories of students and authors through text pairings, digital literacies, and critical response. national council of teachers of english annual convention, washington, district of columbia. state

schrodt, k. & hasty, m. (2014-2015). mindsets and writer's workshop: creating self-regulated writers in elementary school. middle tennessee writing project conference, murfreesboro, tennessee.

hauptman, a. & hasty, m. m. (2019-2020). ila children's and young adult book award session. invited presentation at international literacy association annual conference, baltimore, maryland.

hasty, m. m. & rattner, r. (2019-2020). what if we thought more about well-being in school? invited presentation at fortify, nashville, tennessee.

hasty, m., sheahen, j., simone, j., butler, m., & howell, s. (2015-2016, april). a collaborative effort: integrating literacy across all subjects every day. invited presentation at fortify, nashville, tennessee.

hasty, m., hauptman, a., & simone, j. (2018-2019). school visits: what teachers want. invited presentation at society of children's book writers and illustrators, franklin, tennessee.

hasty, m. m., hauptman, a., & simone, j. (2018-2019). read to be ready summer camp. invited presentation at read to be ready summer camp professional learning, nashville, tennessee.

hasty, m. m., simone, j., & hauptman, a. (2016-2017). " read to be ready summer grant: motivation, comfort, and joy". invited presentation at lead conference, nashville, tennessee.

• 12th grade sunday school teacher, christ church cathedral, nashville
• bewell in schools board member
• recovery ally
• national council of teachers of english, children's literature assembly steering committee
• ohio journal of english language arts-reviewer