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Sarah Levine

Photo of Sarah Levine

Sarah Levine

Assistant Professor

srlevine@stanford.edu

https://twitter.com/s_r_levine
https://srlevine.people.stanford.edu

Assistant: Rachel Kelly

Office: CERAS 534

Biography

My research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that digital media – specifically radio production – can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between school and the world beyond..

My primary goal as an academic is to help shape the teaching and learning of secondary English teachers and contribute to research that will help students — especially those in urban and under-resourced schools — become independent readers and writers.

Other Titles

Assistant Professor, Graduate School of Education

Program Affiliations

CTE
CTE: Literacy, Language, and English Education
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)
(MS) LDT
(MA) STEP

Research Interests

Curriculum and Instruction | Literacy and Language | Technology and Education

See a full list of GSE Faculty research interests >

Recent Publications

Rainey, E. C., & Levine, S. (2022). Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 21(1), 1.

Levine, S., Hauser, M., & Smith, M. W. (2022). Authority and authenticity in teachers' questions about literature in three contexts. ENGLISH TEACHING-PRACTICE AND CRITIQUE.

Levine, S., Trepper, K., Chung, R. H., & Coelho, R. (2021). How Feeling Supports Students' Interpretive Discussions About Literature. JOURNAL OF LITERACY RESEARCH.

Sarah Levine in the News & Media

Assistant Professor Sarah Levine talks about how standardized testing affects students’ experience of reading literature.
September 4, 2020
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