Kelly Bull

Research

Publications

1. Bull, K. (2020). Preparing teacher candidates to meet the needs of English Language Learners: Social justice as foundation. In B. Asmus & C. Gonzalez (Eds.). Engaging the critical in English education. New York, NY: Peter Lang.
2. Bull, K. (2019). Building inclusive communities. In K. Lindblom & L. Christenbury (Eds.). Continuing the journey: Becoming a better teacher of language, speaking, and listening. Portsmouth, MA: Heinneman.
3. Bull, K. & J. Bach (Eds.). (2017). Multicultural and multivoiced stories for adolescents [Special issue]. English Journal, 107(1).
4. Bull, K., Dupuis, J. & A. Snyder (2017). More than a metaphor: Drowning cities, social justice and environmentalism. SIGNAL Journal.
5. Bull, K. & J. Dupuis (2017).  Young adult literature as the sustaining force: An interdisciplinary approach to teaching environmentalism. Teaching Young Adult Literature Today: Insights, Considerations, and Perspectives for the Classroom Teacher. 2nd ed. J. A. Hayn, J. S. Kaplan, D. R. Clemmons. Rowman & Littlefield. Lanham.
6. Bull, K.  (2016).  Analyzing and integrating: YA science books that foster interdisciplinary connections. In J.A. Hayn & A. Nolen (Eds.), Young adult nonfiction: Gateway to the Common Core. Lanham, MD: Rowan & Littlefield.
7. Bull, K. & J. Dupuis. (2014). Nonfiction and interdisciplinary inquiry: Multimodal learning in English and biology.  English Journal, 103(3), 73-79.
8. Bull, K. & J. Dupuis (2013). The role of young adult nonfiction in English and Biology classrooms: An interdisciplinary approach to teaching genetics. The ALAN Review, 41(1), 33-45.
9. Bull, K., Dulaney, M. North-Coleman, C., Kaplan, J. & L. Stover. (2013). “Change” As an interdisciplinary theme: YA Literature in the content areas. English Journal, 102(3), 121-125.
10. Bull, K.  (2012).  Identifying obstacles and garnering support: Young adult literature in the English language arts classroom.  In J. Hayn, J. Kaplan (Eds.), Teaching young adult literature today: Insights, consideration and perspectives for the classroom teacher and educational researcher (pp. 61-78).  Lanham:  Rowan & Littlefield.
11. Bull, K. (2011).  Connecting with texts:  Teacher candidates reading young adult literature.  Theory into Practice, 50(3), 223–230.  doi: 10.1080/00405841.2011.584033
12. Dupuis, J., Pallet, L. & K. Bull. (2023). “Just in Time:” Meeting the diverse needs of today’s teacher candidates. Exemplary Clinical Models of Teacher Education. Information Age Publishing.

Professional Affiliations & Memberships

• National Council of Teachers of English
• English Language Arts Teacher Educators
• Commission on the Study and Teaching of Adolescent Literature
• Commission on Social Justice in Teacher Education
• American Association of University Professors
• Assembly on Literature for Adolescents
• Kappa Delta Pi
• State of Maryland Literacy Association
• TESOL International Association
• Maryland TESOL

Awards

• Faculty Research and Development Award, NDMU, 2020. Principal Investigator. TESOL Teachers of the Year: Beliefs and Critical Reflections on Classroom Practices.
• Faculty Research and Development Award, NDMU, 2019. Principal Investigator. World Literature Based Instruction.
• Mission Advancement Grant, NDMU, 2017, Principal Investigator. Syrian Refugees: Building Inclusive Communities Through Literature Discussions.
• Faculty Research and Development Award, NDMU, 2015. Principal Investigator. World Literature for Young Adults Multimedia Project.
• Research grant awarded by the Assembly on Literature for Adolescents Foundation. 2009. Principal Investigator. Young Adult Literature in the English Language Arts Classroom:  Supports and Obstacles Educators Face.