Chandra L. Alston

Assistant Professor

Chandra L. Alston, School of Education

Chandra L. Alston is an assistant professor in Educational Studies and lead faculty in English Language Arts (ELA) for Secondary Teacher Education at the University of Michigan School of Education. She also works closely with the Joint PhD Program in English and Education. She received her PhD in curriculum and teacher education from Stanford University. As a former high school English teacher, Alston is interested in the ways we train and assess novice ELA teachers and has done work to consider what value-added modeling captures in terms of teachers’ writing instruction. Her research in classrooms focuses on fine-grained qualitative investigations of instructional practices that support and empower students as readers and writers, particularly students from historically underserved populations. Currently, Alston is engaged in research focused on developing deeper understandings of core pedagogies for teacher education and core practices for teaching across elementary and secondary ELA. She teaches in the undergraduate teacher certification program, as well as courses in teaching and teacher education and on writing research.

Alston teaches courses in the following program(s):
Joint Program in English and Education
Secondary Teacher Education
Literacy, Language, and Culture
Teaching and Teacher Education
Secondary Teacher Education (Secondary MAC)


Selected Publications

McGrew, S., Alston, C. L., & Fogo, B. (2018). Modeling as an example of representation. In Grossman, P. (Ed.), Teaching Core Practices in Teacher Education (pp. 35-55). Cambridge, MA: Harvard Education Press.

Alston, C.L., Danielson, K., Dutro, E. & Cartun, A. (2018). Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses. Journal of Teacher Education, 69(3), 225–238.

Alston, C.L. & Brown, M.T. (2015). Differences in intellectual challenge of writing tasks among higher and lower value-added English Language Arts teachers, Teachers College Record, 117(5).

Alston, C.L. & Barker, L.M. (2014). Reading for teaching: What we notice when we look at literature. English Journal, 103(4), 62-67.

Alston, C.L. (2012). Examining instructional practices, intellectual challenge, and supports for African American student writers. Research in the Teaching of English, 47(2), 112 – 144.



1/1/2017 - 12/31/2017 Supporting Undergraduates’ Engaged Learning About Privilege and Equity: Examining Access and Stratification in Public Schools
Granting Agency: Center for Research on Learning and Teaching (CRLT)

Courses & Syllabi

Term Catalogue Course Description Syllabus
Winter 2018 EDUC 119. Education Policy in a Multicultural Society Promoted course. Read description »

Fall 2011 EDUC 898. Professional Development Seminar EDUC 898. Test

Winter 2014 EDUC 118. Introduction to Education: Schooling and Multicultural Society EDUC 118. Schooling in a Multicultural Society

Winter 2018 EDUC 118. Introduction to Education: Schooling and Multicultural Society EDUC 118. Schooling and Multicultural Society

Fall 2011 EDUC 440. Teaching of English EDUC 440. The Teaching of English

Fall 2014 EDUC 440. Teaching of English EDUC 440.

Winter 2014 EDUC 525. Language and Learning in Home and School Settings EDUC 525. Language and Learning in Home and School Settings


Room 4045

Curriculum Vitae