Rate My Professor Paul Gardner

Gardner's research specializations include student teachers as writers, writer agency and choice-making, embodied grammar conferencing for writing, translingualism in multilingual primary schools, ekphrastic poetry and compositional processes, pedagogy of writing, early literacy through a Vygotskian approach, and the influence of natural spaces on children's poetic writing. He is the United Kingdom Literacy Association (UKLA) Ambassador for Australia and serves as an Editorial Board Member for the journal Literacy. Additionally, he is a lead academic in the Centre of Excellence for the Explicit Teaching of Literacy at Curtin University. His key publications encompass peer-reviewed articles such as 'Student teachers as writers: using an “immersive” approach in ITE to build positive writers' (Literacy, 2023), 'Explicit embodiment of narrative worlds: a case study of student-teacher concept-led grammar conferencing for writing' (Language Awareness, 2023), 'Ready to write? Investigating the writing experiences of pre-service teachers and their readiness to teach writing' (Issues in Educational Research, 2022), 'Writing and writer identity: the poor relation and the search for voice in “personal literacy”' (Literacy, 2018), and 'Green writing: the influence of natural spaces on primary students’ poetic writing in the UK and Australia' (Literacy, 2017). He has also authored books including Creative English Creative Curriculum (2010), Strategies and Resources for Teaching and Learning in Inclusive Schools (2002), Teaching and Learning in Multicultural Classrooms (2001), and The Art of Storytelling for Teachers and Pupils (2000). Gardner's contributions advance creative and inclusive literacy pedagogies in primary education.