Danielle M Igra

Associate Professor of Education and Director of Teacher Education

Departments/Programs

Education

Degrees

Stanford University, Ph.D.
Stanford University, M.A.
University of California, Berkeley, B.A.

Expertise

Teaching & Teacher Education
English Education
Curriculum & Instruction
English Literature & Language Arts
Mentoring & Professional Development
Qualitative Research Methods

Profile

Please visit my new faculty profile page.

Danielle Igra is an Assistant Professor of Education and the Director of Teacher Education at Brandeis.
She studies the Pedagogy of Teacher Education and the Teaching of English Language Arts. Her research connects teacher professional development, classroom practice, and student learning and explores the use of literary theory as a reading strategy to support struggling and marginalized readers.
Before coming to Brandeis, Igra taught and conducted research at Stanford University, where she earned a PhD in teacher education, an MA in English, and an MA in teaching. Igra taught high school English for 9 years in public schools and has also taught in graduate programs in secondary, elementary, and early childhood education. As a teacher development and research consultant, she has worked in the fields of: literacy development, large scale assessment, higher education, and Jewish education.

Courses Taught

ED	211a	Classroom Teaching Practicum I
ED	242a	Pedagogy in the Disciplines II
ED	244a	Student Engagement: Voice and Discourse
ED	263b	Reflective Teaching
ED	268a	Pedagogy of English
ED	301a	Pedagogy in the Disciplines I

Scholarship

Hale, D., Igra, D., Lunsford, A., Miller, T., Poblete, J., Rowe, K., Scheinberg, C., Shemek, D.. "What is a Reader? A Roundtable on the New Literacy and the English Curriculum. J. Summit (Chair).." Modern Language Association, Association of Departments of English Summer Seminar West, Stanford University, Palo Alto, CA. June, 2011.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., and Williamson, P.. "Teaching Practice: A cross-professional perspective.." Teachers College Record 111. 9 (2009): 2055-2100.

Igra, Danielle. "Beyond Comprehension, Literary Theory as a Reading Strategy. In S. Scott (Chair) Learning to enact text-based discussions: Improving the quality of talk in classrooms.." National Reading Conference, Albuquerque, NM. December, 2009.

Igra, Danielle. "Reading Between the Lines with Literary Theory: Multiple Perspectives and Diverse Adolescent Learners. Full day symposium presented at the annual meeting of the National Council of Teachers of English." annual meeting of the National Council of Teachers of English, Philadelphia, PA.. November, 2009.

Igra, Danielle. "Ways of Reading, Ways of Teaching: Literary Theory as a Reading Strategy.." Diss. Stanford University, August, 2009.

Grossman, P., Compton, C., Shahan, E., Ronfeldt, M., Igra, D., and Shiang, J.. "Preparing practitioners to respond to resistance: a cross-professional view.." Teachers and Teaching: Theory and Practice 13. 2 (2007): 109-123.

Igra, Danielle. "Literature and literary theory: From teacher learning to student learning. In G. Gonzales (Chair) The role of critical thinking in teacher preparation. Symposium conducted at the meeting of the American Educational Research Association." American Educational Research Association, San Francisco, CA. April, 2006.

Igra, Danielle. "Ways of reading, Ways of teaching: Developing pedagogical content knowledge in literary theory. In J. Marshall (Chair), Ways of reading: Literary theory as pedagogical content knowledge.." Symposium conducted at the meeting of the American Educational Research Association, San Francisco, CA. April, 2006.

Compton, C., Igra, D., & Williamson, P.. "Approaching Authenticity: Approximations of practice in professional coursework. In P. Grossman (Chair), Unpacking practice: The pedagogies of learning from practice.." ymposium conducted at the meeting of the American Educational Research Association, Montreal, Canada. April, 2005.

Igra, D., & Ronfeldt, M.. "You are the text you teach: Integrating the personal and professional in the helping professions. In P. Grossman (Chair), Preparing people for professions of formation and transformation: A cross-professional exploration.." Symposium conducted at the meeting of the American Educational Research Association, Montreal, Canada. April, 2005.

Igra, Danielle. "Intentional and unintentional modeling in medicine. In P. Grossman (Chair), Teaching practice: A cross-professional perspective.." Symposium conducted at the meeting of the American Educational Research Association:, San Diego, CA.. April, 2004.