Danielle Hilaski, Doctoral Student, GSU
April 17, 2014
8:00 p.m. (USA/New York Time Zone)
The pre-qualifying packet is a required part the Language and Literacy Ph.D. program. My presentation will detail the pre-qualifying process and outline the necessary components of the pre-qualifying packet. In addition to a description of each component, I will provide students with examples of ways other Ph.D. students structured their responses. My hope is these examples will allow the audience to begin envisioning their own packet. I will also offer tips for students so they will work smarter, not harder on the creation of this packet. Since this process can be work and time intensive, I will provide tips for students to help them beginning composing the documents from their first Ph.D. course. I will also suggest ways to utilize their work for this process beyond the scope of their pre-qualifying packet. Time will be provided for students to ask questions and share their thoughts about the process. The goal of my presentation will be students will be informed about the process and confident in how they can proceed.
Danielle Hilaski is a fourth year Ph.D. student in the Middle and Secondary Education concentrating Language and Literacy at Georgia State University. Currently, she is working on her prospectus where she plans to study the ways Reading Recovery teachers’ beliefs and practices are impacted by their involvement in a professional development that focuses on the sociocultural lives of their Reading Recovery students. During her time at GSU, she has presented both locally and nationally as well as published both a journal article and book chapter. Previously, she earned my Masters in Reading, Writing, and Literacy from University of Pennsylvania and my Bachelors from Elizabethtown College in Early Childhood and Elementary Education. She had the opportunity during her undergraduate experience to complete a portion of her student teaching in New Zealand which spurred my interest in the Reading Recovery program.
Publications & Presentations:
Flint, A., Anderson, N., Allen, E., Campbell, T.M., Fraser, A., Hilaski, D., James, L., Rodriguez, S., & Thornton, N. (2011). When policies collide with conviction. The Language Arts Journal of Michigan, 26 (1), 13 – 17.
Flint, A.S., Allen, E., Anderson, N.D., Campbell, T., Fraser, A.S., Hilaski, D., James, L., Rodriguez, S., & Thornton, N.A.. (2011, November). “Real change”: Critical moments of teaching and advocacy in a decade of federal policy and mandates. Symposium conducted at the meeting of National Council of Teachers of English, Chicago, IL.
Flint, A.S., Allen, E., Campbell, T., Fraser, A., Hilaski, D., James, L., Rodriguez, S., & Thornton, N. (2013). More than graphs and scripted programs: Teachers nativating the educational policy terrain. In P.L. Thomas, Becoming and being a teacher: Confronting traditional norms to create new democratic realities. New York, NY: Peter Lang.
Koulagna, Y., Bloxson, K., & Hilaski, D. (2013, October). Culturally relevant practice: Highlighting the practice in culturally relevant pedagogy. Paper session presented at the meeting of Georgia Association of Teacher Educators, Jekyll Island, GA.