Margaret-Mary Sulentic Dowell

Margaret-Mary Sulentic DowellMargaret-Mary Sulentic Dowell , PhD, is Cecil “Pete” Taylor Endowed Professor of Literacy, Leadership, and Urban Education at Louisiana State University, Baton Rouge, USA. She is Director of the LSU Writing Project & Coordinator of the Educational Leadership PhD program in the School of Education. Her research agenda includes three strands focused on literacy in urban settings, specifically investigating the complexities of literacy leadership, examining service-learning as a pedagogical pathway to preparing pre-service teachers to teach literacy in urban environments, and exploring ways to provide access to literature, writing, and the arts (arts integration) in urban environs. Sulentic Dowell has published widely, and she has been nationally recognized for scholarship and teaching. Sulentic Dowell is a career educator & fierce public education advocate, spending the majority of her 20-year public school teaching experience in Iowa schools, but also possessing experience in northern Minnesota and southern Mississippi. She served public education as Assistant Superintendent of 64 elementary campuses in the East Baton Rouge Parish School System in Louisiana (2002-2006).

Publications

Situating Servant Leadership Within Educational Leadership: Case Study of Trust as a Relational Element in Teacher-Principal Relationships
Situating Servant Leadership Within Educational Leadership: Case Study of Trust as a Relational Element in Teacher-Principal Relationships
Angela Bradley, Margaret-Mary Martine Sulentic Dowell, Imre Emeric Csaszar. © 2023. 28 pages.
Situated within the current complex climate of public education in the United States, in this autoethnographic case study, the relational aspect of trust as a characteristic of...
Case Study of Instructional Leadership in Two South Louisiana Schools: Insight on the Development of Teachers in K-2 Writing
Case Study of Instructional Leadership in Two South Louisiana Schools: Insight on the Development of Teachers in K-2 Writing
Denise Rueter, Margaret-Mary Sulentic Dowell. © 2023. 34 pages.
The authors employed a multiple case study to examine the degree to which teachers' capacity to teach writing was further developed in the beginning years of teaching. An...
An Examination of Literacy Writing Leadership in an All Charter District: The Impact of Privileged Reading Instruction, Mandated Prescriptive Curriculum, and Legislative Mandates
An Examination of Literacy Writing Leadership in an All Charter District: The Impact of Privileged Reading Instruction, Mandated Prescriptive Curriculum, and Legislative Mandates
Henderson Lewis Jr., Carlos G. Lee, Margaret-Mary Sulentic Dowell. © 2023. 25 pages.
After the take-over of the Orleans parish-wide school system following the devastation created by Hurricane Katrina in 2005, the re-creation of the Orleans Parish Schools created...
Implementation Study of an Urban Elementary Whole Faculty Professional Development to Improve Writing Capacity: Mobilizing Whole Faculty Professional Development to Improve Writing Capacity and Student Outcomes
Implementation Study of an Urban Elementary Whole Faculty Professional Development to Improve Writing Capacity: Mobilizing Whole Faculty Professional Development to Improve Writing Capacity and Student Outcomes
Margaret-Mary Martine Sulentic Dowell. © 2022. 33 pages.
Modeled on the work of the National Writing Project, this chapter details a year-long professional development (PD) focused on writing which was conducted with an elementary...
Pedagogical Approaches and Service-Learning in Teacher Preparation
Pedagogical Approaches and Service-Learning in Teacher Preparation
Margaret-Mary Sulentic Dowell, Tynisha D. Meidl. © 2021. 16 pages.
As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the...
A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis
A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis
Tynisha D. Meidl, Leah Katherine Saal, Margaret-Mary Sulentic Dowell. © 2021. 10 pages.
In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of...
Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking Among Pre-Service Teachers
Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking Among Pre-Service Teachers
Estanislado S. Barrera, IV, Margaret-Mary Sulentic Dowell. © 2019. 27 pages.
This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases...
Toward a Working Definition of Digital Literacy
Toward a Working Definition of Digital Literacy
Margaret-Mary Sulentic Dowell. © 2019. 12 pages.
Literacy is generally understood to be the combined abilities to read and write, speak and listen; however, the advancement of technology has broadened what it means to be...
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
Tynisha D. Meidl, Margaret-Mary Sulentic Dowell. © 2018. 602 pages.
Teacher education programs serve traditional and non-traditional students and develop teachers to enter a range of teaching environments. Approaching teacher education through...
Toward a Working Definition of Digital Literacy
Toward a Working Definition of Digital Literacy
Margaret-Mary Sulentic Dowell. © 2018. 10 pages.
Literacy is generally understood to be the combined abilities to read and write, speak and listen; however, the advancement of technology has broadened what it means to be...
Pedagogical Approaches and Service-Learning in Teacher Preparation
Pedagogical Approaches and Service-Learning in Teacher Preparation
Margaret-Mary Sulentic Dowell, Tynisha D. Meidl. © 2018. 16 pages.
As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the...
A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis
A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis
Tynisha D. Meidl, Leah Katherine Saal, Margaret-Mary Sulentic Dowell. © 2018. 10 pages.
In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of...
Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers
Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers
Estanislado S. Barrera, IV, Margaret-Mary Sulentic Dowell. © 2015. 24 pages.
This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases...