Dr. Karen Eppley
DepartmentCurriculum and Instruction
CentersCenter on Rural Education and Communities (CREC)
ProgramsCurriculum and Instruction: English Language Arts Education
Curriculum and Instruction: Language, Culture and Society
Dr. Eppley's research interest is at the intersection of literacy education and rural education. Her work explores ideas around contextually relevant teacher preparation, placed literacies, textual representations of rurality, and rural education as a matter of social justice. She regularly presents this research at conferences such as National Council of Teachers of English (NCTE), American Educational Research Association (AERA), and the National Rural Education Association (NREA). Her work has appeared in journals such as the Journal of Research in Rural Education, Pedagogies, and Theory and Research in Social Education. Karen's current research includes a critical literature review of Direct Instruction and a project that considers the application of close reading strategies to exemplary picture books set in rural places.
Areas of Expertise
Eppley, K. ‘Hey, I saw your grandparents at Walmart': Teacher preparation for rural schools and communities. In press, The Teacher Educator.
Eppley, K. & Shannon, P. Literacy Education for the Lumps and Divots of Smart Cities and Rural Places. In press, S. Williams & A. Grooms (Eds.), The Politics of Educational Opportunity in Rural Contexts.
Freie, C. & Eppley, K. (2014). Putting Foucault to work: Understanding power in a rural school. Peabody Journal of Education, 89(5), 652-669.
Howley, A., Howley, M. & Eppley, K. (2013). How agricultural science trumps rural community in the discourse of U.S. History textbooks. Theory and Research in Social Education, 41(2), 187-218.
Eppley, K. (2013). My roots dip deep: Literacy practices as a mirror for traditional, modern, and postmodern ruralities. In M. Corbett & W. Green (Eds.), Rural Education and literacies research: Transnational issue and perspectives (pp. 75-92). New York: Palgrave MacMillian.