Assistant Professor

Biography

Dr. Robert A. Griffin is an assistant professor in the Department of Literacy and Special Education at the University of West Georgia, where he teaches graduate-level courses in literacy, TESOL, and diversity/inclusive education. Before moving into higher education full time, he served as a secondary English and English to Speakers of Other Languages (ESOL) teacher for 13 years in rural south and urban north Georgia public schools. Dr. Griffin’s primary research interests involve discovering ways to increase reading motivation and achievement for bi/multilingual students and “at-promise” student groups and to challenge deficit discourse among educators related to the skills and talents of diverse learners. Dr. Griffin serves on editorial review boards for several journals in the fields of TESOL and literacy, including GATESOL in Action, the Georgia Journal of Literacy, the Texas Journal of Literacy Education, and the Journal of Teacher Action Research and has published in peer-reviewed journals such as the Journal of Adolescent & Adult Literacy. He also serves as the editor of GALA Focus, the quarterly newsletter of the Georgia Association of Literacy Advocates (GALA). For leisure, Dr. Griffin enjoys reading, traveling, visiting family, and spending time with his spouse, Mandi, and their two children, Miriam and Sarah Ruth.

Education / Degrees

  • B.S., Secondary English Education, Valdosta State University, 2005
  • M.Ed., Educational Leadership, Valdosta State University, 2007
  • Ed.S., Curriculum & Instruction, Literacy Education, Valdosta State University, 2012
  • Ed.D., School Improvement, Literacy Education, University of West Georgia, 2016
  • Courses Taught
  • Course Sections and Syllabi

    Spring 2020 Sections

    • READ-7241 (TESOL: Method, Mat, &Asses) Section: E01
    • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Fall 2019 Sections

    • PTED-7239 (Lang & Culture in the Classrm) Section: E01
    • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Summer 2019 Sections

    • PTED-7240 (Lit, Ling, and 2nd Lang Acquis) Section: E01
    • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Spring 2019 Sections

    • PTED-7241 (Tch Eng as 2nd Lang:Meth & Mtl) Section: E01
    • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Fall 2018 Sections

    • PTED-7239 (Lang & Culture in the Classrm) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01
    • ECSE-7500 (Diverse Classrms in Global Soc) Section: E01

    Spring 2018 Sections

    • PTED-7241 (Tch Eng as 2nd Lang:Meth & Mtl) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Fall 2017 Sections

    • PTED-7239 (Lang & Culture in the Classrm) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01

    Fall 2016 Sections

    • READ-7263 (Comp Lit Assessmnt & Intervent) Section: E01
    • READ-7271 (Literacy Theory Dev & Practice) Section: E01
  • Publication List

    Griffin, R. A. (in press). Co-teaching to bridge achievement gaps for linguistically diverse students. In N. D. Young, A. C. Fain, & T. Citro (Eds.), Mastering the art of co-teaching: Building more collaborative classrooms. Wilmington, DE: Vernon Press.

    Allen, J. K., Scullin, B. L., Griffin, R. A., Ogletree, T. W., Calas, M., Pearce, D., . . . & Carden, K. (2019). WIN writing time: Perspectives on worthwhile, interest-based, no-stress writing partnerships. PDS Partners, 14(2), 27–30. [View Publication]

    DeVoss, M. A., & Griffin, R. A. (2019). Surveying the linguistic needs of team members traveling to Puerto Rico for a short-term service-learning trip. Journal of Teacher Action Research, 5(3), 61–84. [View Publication]

    Griffin, R. A. (2019). Exploring the reading motivation of less-motivated adolescent Latinx English learners. Georgia Journal of Reading, 42(1), 18–30. (Acceptance rate: 20%) [View Publication]

    Gonzales, M. & Griffin, R. A. (2018). Building comprehension through explicit and organic vocabulary instruction for English learners. Georgia Journal of Reading, 41(1), 13–19. (Acceptance rate: 20%) [View Publication]

    Woodruff, A. H., & Griffin, R. A. (2017). Reader response in secondary settings: Increasing comprehension through meaningful interactions with literary texts. Texas Journal of Literacy Education, 5(2), 108–116. (Acceptance rate: 35%) [View Publication]

    Hendrix, R. A., & Griffin, R. A. (2017). “Rooting on” adolescents: Improving morphological knowledge. Literacy Today, 35(3), 36–37. (Invited publication) [View Publication]

    Hendrix, R. A., & Griffin, R. A. (2017). Developing enhanced morphological awareness in adolescent learners. Journal of Adolescent & Adult Literacy, 61(1), 55–63. doi:10.1002/jaal.642 (Acceptance rate: 25%) [View Publication]

    Griffin, R. A., Martinez, J., & Martin, E. P. (2014). Rosetta Stone and language proficiency of international secondary school English language learners. Engaging Cultures & Voices, 6(2), 36–73. [View Publication]