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Faculty Profile

Robert Jiménez, Ph. D., Professor, Dept. of Teaching and Learning

Robert Jiménez,  Ph.D., Professor, Dept. of Teaching and Learning


Robert T. Jiménez is a professor of Language, Literacy and Culture at Vanderbilt University. He received his B.A. from the University of the Americas in Puebla, Mexico, and his M.Ed. and Ph.D. from the University of Illinois. He was a bilingual education teacher and he has served as recruiter, teacher, and program director in migrant education in the state of Illinois. At present, Jiménez is a faculty member Peabody College, Language, Literacy and Culture Program where he teaches courses in research methods, second language literacy, and issues related to the education of Latino/Latina students. He received García Robles Fulbright Fellowship to Mexico, the Albert J. Harris Award for research on struggling readers from the International Reading Association, a Faculty Appreciation Award for his teaching from the Latino students at UIUC, and a Distinguished Scholar Award from the College of Education at UIUC. His research focuses on the cognitive, cultural, social, and linguistic capital of Latino students and finding ways to make these resources accessible to both students and teachers. Jiménez has published in Reading Research Quarterly, the American Educational Research Journal, the Journal of Adolescent and Adult Literacy, The Reading Teacher and numerous other journals. He has served on IRA's publications committee, and as a member of the board of reviewers for RRQ, RT, and JAAL.

Lisa Pray, Ph.D., Professor of the Practice of Teaching English Learners


Lisa Pray, Ph.D., Professor of the Practice of Teaching English Learners 


Dr. Pray received her M.Ed and Ph.D. from Arizona State University. Dr. Pray’s research interests include analysis of language assessments given to English language learners, issues involving English language learners in special education, appropriate classroom pedagogy for English language learners, and curriculum and program development for teachers of English language learners.  In addition, she has researched and published articles related to the professional development of teachers of English language learners and has received teaching excellence awards at Utah State University and Universidad Internacional in Cuernavaca Mexico. When asked to speak about her experiences, Dr. Pray states, “As faculty in Peabody College, Vanderbilt University, I have the great privilege to work with brilliant and dedicated scholars, students and faculty alike, who are devoted to improving the educational opportunities of learners of all ages.”

Jeannette Mancilla- Martinez, Ed.D., Associate Professor of Literacy Instruction, Dept of Teaching & Learning


Jeannette Mancilla-Martinez, Ed.D., Associate Professor of Literacy Instruction, Dept of Teaching & Learning 


Jeannette Mancilla-Martinez is an associate professor of literacy instruction in the Department of Teaching and Learning. She holds a M.Ed. and Ed.D. in language and literacy from Harvard University, as well as a B.A. in liberal studies with a concentration in English and Spanish from Mount Saint Mary's College. Before coming to Peabody, she served as assistant professor of language, literacy, and technology at the University of California-Irvine. Her areas of specialization include language and reading development, child development, and language of minority learners, immigrant children, and students from low-income homes.

Amanda Goodwin, Ph.D., Assistant Professor in Language, Literacy, and Culture


Amanda Goodwin, Ph.D.,  Assiociate Professor in Language, Literacy, and Culture


Amanda P. Goodwin is an Associate Professor in Language, Literacy, and Culture at Vanderbilt University's Peabody College. Professor Goodwin is a certified educator who has taught in public and private schools at the elementary, middle, and collegiate level. She is interested in how aspects of word knowledge, such as knowledge and awareness of morphemic units like roots and affixes, support the increased reading demands that adolescent readers face when reading content specific texts. She also publishes and is on the editorial board of teacher journals such as The Reading Teacher. Her work aims to improve understanding of how morphological awareness impacts reading achievement and ultimately lead to better design of morphological interventions and improved student literacy.

Emily Galloway


Emily Phillips Galloway, PhD., Assistant Professor in Education


Emily Phillips Galloway is an assistant professor at Vanderbilt University’s Peabody School of Education. Before beginning her doctoral studies at the Harvard Graduate School of Education, Phillips Galloway was a Michael Pressley Memorial Fellow at the Benchmark School in Media, PA where she taught adolescent struggling readers in grades 6, 7 and 8 and served as a reading specialist. Currently, Phillips Galloway’s research explores the relationships between academic language development and reading skill in adolescent learners with a particular focus on English Learners. Her work has been featured in Reading Research Quarterly, Applied Psycholinguistics, Reading and Writing: An Interdisciplinary Journal. With a commitment to advancing research-practice partnerships, she has also worked with teachers, school leaders, and administrators in two of the largest urban districts in the United States. The fundamentals and lessons learned from this work are featured in a book forthcoming (Summer, 2016) with Lesaux and Sky Marietta, on leading advanced literacy instruction in linguistically diverse settings.

Shannon Mary Daniel, Ph.D., Lecturer in Education, Dept. of Teaching & Learning


Shannon Mary Daniel, Ph.D., Lecturer in Education


Shannon Daniel is a Senior Lecturer in Language, Literacy, and Culture at Vanderbilt University's Peabody College. A former ESL teacher, Shannon focuses on enhancing multilingual students' learning experiences in elementary and secondary schools. Her qualitative research on English Learners’ literacy-learning experiences in the Journal of Adolescent Literacy, TESOL Quarterly, and TESOL Journal demonstrate for teachers the rich linguistic resources multilingual students bring to the classroom, encourage teachers to attend and respond to multilingual students' thinking, and support teachers in considering how to challenge multilingual students to achieve high standards. Currently, Shannon teaches courses on methods and sociocultural foundations of educating multilingual students, guides pre-service practicum teachers, mentors in-service elementary teachers, and collaborates with out-of-school learning programs for resettled refugees and immigrants.