Assistant Professor, English Language Arts and Literature
School of Teaching and Learning
College of Education
University of Florida
2419 Norman Hall
PO Box 117048
Gainesville, FL 32611
Dr. Angela Kohnen is an Assistant Professor in the School of Teaching and Learning at the University of Florida. She has a Ph.D. in Education (Teaching and Learning Processes) from the University of Missouri-St. Louis where she studied English Education and the teaching of writing.
During her doctoral studies, she was a research assistant on the National Science Foundation funded project “Science Literacy through Science Journalism” and coauthored a book (Front Page Science) for teachers about using science news in the classroom. Prior to coming to UF, she taught high school in the St. Louis, Missouri area and subsequently worked at Missouri State University where she coordinated the English Education program and provided professional development to practicing teachers on the teaching of writing. Her research focuses on writing pedagogy in content-area classrooms, teacher professional development, and the relationship between genre and identity. Her research has appeared in the Journal of Adolescent and Adult Literacy, English Journal, and Linguistics and Education, and she has presented at various conferences including those of the Literacy Research Association (LRA), the National Council of Teachers of English (NCTE), the Conference on English Education (CEE), and Writing Research Across Borders (WRAB).
Ph.D.—University of Missouri-St. Louis, Education/Teaching and Learning Processes (English Education)
M.Ed.—University of Missouri-St. Louis, Secondary Education (English Education)
B.A.—Washington University, English and American Literature
Key Professional Appointments
Assistant Professor, University of Florida, School of Teaching and Learning, 2015-present
Assistant Professor and Coordinator of English Education, Missouri State University, Department of English, 2012-2015
Activities and Honors
Co-Director, Ozarks Writing Project (site of the National Writing Project), 2012-2015
Manuscript reviewer: NCTE books, LRA yearbook, Teaching/Writing
Co-Principal Investigator, College-Ready Writers Program Validation and Study Grant, National Writing Project with funding from the USDOE Investing in Innovation program, $602,000
Kohnen, A. M., Saul, E. W., & Singer, N. (in press). Developing support for teachers and students in secondary science classrooms through writing criteria. In S. Plane, C. Bazerman, & C. Donahue (Eds.), Writing research from multiple perspectives. Lorraine, France: Centre de Recherche sure les Médiations.
Saul, E. W., Newman, A., & Kohnen, A. (2014). STEM literacy through science journalism: Driving and communicating along the information highway. In R. E. Yager & H. Brunkhorst (Eds.), Exemplary STEM programs: Designs for success (pp. 143-161). Arlington, VA: NSTA Press.
Kohnen, A. M. (2012). Teachers as editors, editors as teachers. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International advances in writing research: Cultures, places, measures (pp. 303-317). Fort Collins, CO: The WAC Clearinghouse.
Saul, W., Kohnen, A., Newman, A., & Pearce, L. (2012). Front-Page science: Engaging teens in science literacy. Arlington, VA: NSTA Press.
Kohnen, A.M., & English, C. (in press). In search of authentic argument. English Journal.
Kohnen, A. M. (2015). ‘They’re not keeping a journal of feelings’: Literacy initiatives and career and technical education. Journal of Adolescent and Adult Literacy, 58(8), 658-667.
Lannin, A., Kohnen, A., Singer, N., Kline, K., Stokes, V. A., & Knowles, A. (2014). Welcoming new partnerships across the curriculum. English Journal, 104(2), 54-60.
Kohnen, A. M. (2013). The authenticity spectrum: The case of a science journalism writing project. English Journal, 102(5), 28-34.
Kohnen, A. M. (2013). Content-area teachers as teachers of writing. Teaching/Writing: The Journal of Writing Teacher Education, 2(1), 29-33.
Kohnen, A. M. (2013). ‘I wouldn’t have said it that way’: Mediating professional editorial comments in a secondary science classroom. Linguistics and Education, 24(2), 75-85.
Kohnen, A. M. (2013). Informational writing in high school science: The importance of genre, apprenticeship, and publication. Journal of Adolescent and Adult Literacy, 57(3), 233-242.
Schaenen, I., Kohnen, A., Flinn, A. P., Saul, E. W., & Zeni, J. (2012). ‘I’ is for insider: Practitioner research in schools. The International Journal of Action Research, 8(1), 61-101.