All Faculty, Staff
Associate Professor of English Education
Co-Coordinator, English Education and Drama/Speech Education; Director, Northwest Arkansas Writing Project; Faculty Director, Center for Children and Youth
College of Education and Health Professions
(CIED)-Curriculum & Instruction
Fax: (479) 575-6676
Chris Goering began his career in higher education at the University of Arkansas in 2007 upon receiving a Ph.D. in Curriculum and Instruction from Kansas State University. Prior, he taught high school English and leadership courses at Washburn Rural High School in Topeka, Kansas. He writes about how English teachers use music in their teaching and education policy. He's currently the Director of the Northwest Arkansas Writing Project, faculty director of the Center for Children & Youth, and holds a faculty affiation with the Interdisciplinary Ph.D. program in Public Policy. In 2016, Goering was elected as a Fellow of the University of Arkansas Teaching Academy and also successfully renewed his NBCT license in English Language Arts.
- Musical arts integration
- Education policy
- School films
- Rural schools and teachers
- English/Language Arts Methods
- Secondary Education
- Adolescent Literacy
- Public Policy
- School Movies
- Ph.D., Kansas State University, Curriculum and Instruction, 2007
- M.Ed., Kansas State University, Curriculum and Instruction, 2005
- B.A., Washburn University, English Education, 2000
Jolliffe, D.A., Goering, C.Z., Anderson, J.A., & Jones, K. (2016). The Arkansas Delta Oral History Project: Culture, place, and authenticity. Syracuse University Press.
Johnson, L. & Goering, C.Z. (Eds.) (2016). Recontextualized: A framework for teaching English with music. Rotterdam: Sense Publishers.
Aydar, H., Endacott, J. L., & Goering, C. Z. (accepted, 2017). Using Socratic Circles to engage English Language Learners in historical inquiry and discussion. In L. C. de Oliveria & Obenchain, K. (Eds.) Teaching social studies to English language learners: Preparing pre-service and in-service teachers.
Connors, S. P., Goering, C. Z. (accepted, 2017). Initiating a conversation: Finally finding a place for media literacy in teacher education. Teacher Education & Practice.
Endacott, J. L., Goering, C. Z., Pham, H. K., & Beason-Manes, A. D. (accepted, 2017). “The students were, in fact, extremely brilliant”: Arts integration builds deeper reflection on early preservice field experiences. Ubiquity: The Journal of Literature, Literacy, & The Arts.
Witte, S. & Goering, C. Z. (2017). Advocacy, humanity, and hope in the face of an education world gone wrong. In Heidi L. Hallman (Ed.) Innovations in English Language Arts Teacher Education. London, U.K.: Emerald Press.
Goering, C. Z. & Witte, S. (2017). ‘Good’ teacher as predator: Crossing the double yellow lines in Blue Car. In Mary M. Dalton & Laura R. Linder (Eds.) Screen lessons: What I have learned from teachers on television and in the movies. New York, NY: Peter Lang.
Holland, N., Wright, G., & Goering, C. Z. (2016). Rooting professional development in student writing: Three practices to support collaborative formative assessment. Journal of Staff Development.
Goering, C. Z. & Thomas, P. L. (2016). Get up, stand up: How and why English teachers must identify as advocates. Voices from the Middle, 23(5).
Johnson, L. & Goering, C. Z. (2016). Introduction: Remixing teaching through music: Intertextuality and intersubjectivity in the recontextualized ELA classroom. In L. Johnson & C. Goering (Eds.) Recontextualized: A framework for teaching English with music (pp. 1-14). Rotterdam: Sense Publishers.
Goering, C. Z. (2016). Language power: Saying more with less through songwriting. In L. Johnson & C. Goering (Eds.) Recontextualized: A framework for teaching English with music (pp. 169-184). Rotterdam: Sense Publishers.
Nutt, T.L., Goering, C.Z., & Gerhardson, A. (2016). “It’s like when the new stuff we read mixes with the old and becomes one”: Pop music and Antigone. In L. Johnson & C. Goering (Eds.) Recontextualized: A framework for teaching English with music (pp. 15-26). Rotterdam: Sense Publishers.
Goering, C. Z. & Strayhorn, N. (2016). Beyond enhancement: Teaching English through musical arts integration. English Journal, 105(5), 29-34.
Dean, J., Goering, C.Z. & Nutt, T., (2016). Motivating dialogue: When seventh graders own their learning through discourse analysis. Voices from the Middle, 23(4), 19-24.
Endacott, J., Collet, V., Goering, C.Z., Turner, R.C., Denny, G.S., Wright, G., Jennings-Davis, J. (2016). On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction. Cogent Education. DOI: 10.1080/2331186X.2016.1162997
Goering, C.Z., Dean, J., Flammang, B. (2016). Preparing teachers in the time of Superman: The accountability narrative of school documentary films, 2010-2011. In M. Shoffner (Ed.) Saviors, Scapegoats and Schoolmarms: Examining the Classroom Teacher in Fiction and Film for Teacher Education. New York: Routledge.
Goering, C.Z. (2016). “How long does this have to be?”: Confronting the standardization of writing instruction with teachers in National Writing Project Invitational Summer Institutes. In J. Bower & P. Thomas (Eds.) De-testing and de-grading schools: Authentic alternatives to accountability and standardization, 2nd Edition. New York: Peter Lang.
Endacott, J.L. & Goering, C.Z. (2015). Assign letter grades to public schools? The danger of the single performance indicator. Teachers College Record.
Goering, C.Z., Witte, S., Jennings-Davis, J., Ward, P., Flammang, B., & Gerhardson, A., (2015). The ‘Hollywoodization’ of education reform in Won’t Back Down. Journal of Curriculum & Pedagogy, 12(3), 205-222.
Goering, C.Z., Holland, N., & Connors, S.P. (2015). Anchoring the teaching of argumentative writing units with young adult literature. In J. A. Hayn, J. S. Kaplan, A. L. Nolen, and H. Olvey (Eds.) Teaching Young Adult Literature: Integrating, Implementing, and Re-Imagining the Common Core. Lanham, MD: Rowman & Littlefield.
Endacott, J., Wright, G., Goering, C.Z., Collet, V., Jennings-Davis, J., Denny, G. (2015). Robots teaching other little robots: Neoliberalism, CCSS, and teacher professionalism. Review of Education, Pedagogy, & Cultural Studies, 37(5), 414-437.
Endacott, J., Goering, C. Z., O’Brien, J. E. (2015). Aesthetic reading and historical empathy: Humanizing approaches to “Letter from Birmingham Jail.” In P. L. Thomas, P. R. Carr, J. Gorlewski, and B. Porfilio (Eds.) Pedagogies of Kindness and Respect: On the Lives and Education of Children. (pp. 145-158) New York: Peter Lang.
Matlock, K.L., Goering, C.Z., Endacott, J., Collet, V., Jennings-Davis, J., Denny, G.S., & Wright, G. (2015) Analysis of teacher’s views of the Common Core State Standards and its’ implementation. Educational Review. DOI: 10.1080/00131911.2015.1070333
Holland, N. & Goering, C.Z. (2015). Structure Speaks: User-Centered Design and Professional Development. Teaching/Writing: Journal of Writing Teacher Education, 4(1), pp. 48-63. Retrieved from: http://scholarworks.wmich.edu/wte/vol4/iss1/3
Goering, C.Z. (2015). Foreword: Beware the dam builders, too. In P. Thomas Beware the roadbuilders: Literature as resistance. (pp. 15-17) New York: Garn.
Goering, C. Z. & Wei, H. (2014). Playback and feedback: Revelations of an “Encoding, Decoding” analysis of popular songs used in teaching English in China. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(6), 270-277.
Endacott, J. & Goering, C.Z. (2014). Reclaiming the conversation on education. English Journal, 103(5), 89-92.
Goering, C.Z. & Connors. S.P. (2014) Exemplars and epitaphs: Defending young adult literature. Talking Points 25(2), 15-21.
Matlock, K., Song, J. J., & Goering, C. Z. (2014). Spatial dependency and contextual effects on Arkansas school district academic performance. International Journal of Educational Administration and Policy Studies, 6(3), 33-42.
Hensley, M. & Goering, C.Z. (2013). Basketball, reading, and authentic discussion: Adolescent males in Flow. SIGNAL Journal, 36(2), 15-18.
Goering, C. Z. (2013). “Juggling 400 oranges”: Calling all mentor teachers. English Journal, 102(3), 13-15.
Sewell, W. C. & Goering, C. Z. (2013). Multimodal Fogerty: Furthering the message through research-based instructional strategies. In Thomas M. Kitts (Ed.), Finding Fogerty: Interdisciplinary readings of John Fogerty and CCR (pp. 135-147). Lanham, MD: Lexington Books.
Goering, C. Z. (2012). An academic memoir of Jacky and me: Chronicling a transformation to writing teacher. Ohio Journal of English Language Arts. 52(2), 15-18.
Goering, C. Z. (2012). Still battling the surf: Teaching English after 100 years. English Journal, 101(1), 16-18.
Gerhardson, A., & Goering, C. Z. (2012). “At the heart of understanding”: Close reading in two English classes. In S. Stotsky (Ed.), The death and resurrection of a coherent literature curriculum: What secondary English teachers can do (pp. 171-183). Lanham, MD: Rowman & Littlefield.
Goering, C. Z., Jolliffe, D. A., Riley, K., Swanton, H., & Gates, L. (2012). The Arkansas delta oral history project: Understanding poverty through literacy outreach. In K. Donnehower, C. Hogg, & E. E. Schell (Eds.), Reclaiming the rural: Essays on literacy, rhetoric, and pedagogy (pp. 285-309). Carbondale: Southern Illinois University Press.
Holland, N., Shepard, I. & Goering, C. Z. & Jolliffe, D. A. (2012). ‘We were the teachers, not the observers’: Transforming teacher preparation through placements in a creative, after-school program. Journal of the Assembly for Expanded Perspectives on Learning, 17(2), 73-82.
Goering, C. Z. (2011). Foreword. In D. Stankevich (Ed.), Getting it in writing: The quest to become outstanding and effective teachers of writing (pp. vii-xii). Charlotte, NC: Information Age Press.
Goering, C. Z., & Baker, K. F. (2010). ‘Like the whole class has reading problems’: A study of tenth-graders participation in dramatic oral reading activities in an intervention setting. American Secondary Education, 38(3), 61-77.
Goering, C. Z. & Burenheide, B. J. (2010). Exploring the role of music in secondary English and history classrooms through Personal Practical Theory. SRATE Journal, 19(2), 44-51.
Goering, C. Z., & Copeland, M. D. (2010). Detention and retention of the English teacher. Language Arts Journal of Michigan, 25(2), 48-53.
Goering, C. Z. & Williams, C. (2010). A soundtrack approach to teaching To Kill a Mockingbird. In M. J. Meyer (Ed.) Harper Lee’s To Kill a Mockingbird: New essays on an American classic (pp. 36-53). Lanham, MD: Scarecrow.
Goering, C. Z. (2009). Open books, open ears, and open minds: The Grapes of Wrath, the "Broken Plow," and the LitTunes approach. In M. J. Meyer (Ed.) Dialogue: Reflections on Steinbeck's The Grapes of Wrath (pp. 801-817). Amsterdam, The Netherlands: Rodopi.
Goering, C. Z. (2008). Schizo-curricular: 'But come back next year.' Secondary English.
Goering, C. Z. (2007). Interviewing the interviewer: Talking with Robert Lipsyte. The ALAN Review, 34(2), 52-58.
Goering, C. Z. (2004). Music and the personal narrative: The dual track to meaningful writing. The NWP [National Writing Project] Quarterly, 26(4), 11-17.
Copeland, M., & Goering. C. Z. (2003). Blues you can use: Teaching the Faust theme through music, literature, and film. Journal of Adolescent and Adult Literacy, 46 (5), 436-441.
Goering, C. Z. (2003). Building the classroom from the students up. Secondary English.
Presently, Goering serves as co-editor for the Speaking Truth to Power column of English Journal. In 2013-2014 he served as co-editor of The SIGNAL Journal, a national publication dedicated to advancing the study and practice of young adult literature. Also in 2014, Goering served as co-editor (with David A. Jolliffe) of a special issue of Reader, a journal dedicated to reader oriented theory, practice, and criticism. Along with colleague Jason Endacott, Goering writes at The Progressive Educator, a blog dedicated to promoting civil discourse in education that is sometimes featured on Huffington Post and by the National Education Policy Center. In partnership with Freddie Bowles' work at www.CornDancer.com, Goering founded www.LitTunes.com in November of 2007 as an open access educational outreach initiative dedicated to enhancing and developing adolescents' literacies through popular music and music lyrics. LitTunes hosts essays, research, lesson plans and song to literature connections provided, in part, by stakeholders across the country.
Goering has co-authored one book, co-edited one book, authored or co-authored over 50 articles and book chapters, served as PI or Co-PI for over $1,000,000 in grants and contracts, and has given numerous refereed and invited presentations at regional, national, and international conferences. In 2016, he was inducted as a fellow of the University of Arkansas Teaching Academy, elected to the executive council of the Conference on English Education, and served as visiting scholar for the Transitioning to College Writing Conference at the University of Mississippi. In 2012, he was honored as the Klemmer Distinguished Lecturer at Washburn University and from 2010-2012 served on the National Council of Teachers of English (NCTE) Secondary Section Steering Committee. He is a National Board Certified Teacher (2006-2026) in English/Language Arts/Adolescence and Young Adulthood, a former National Council of Teachers of English High School Teacher of Excellence (2004), and Judith C. Gilbert Outstanding Writing Teacher (2004). He won the College of Education & Health Professions awards for Superior Service (2011 & 2014) and Faculty STAR (2010). He's also been recognized with Curriculum & Instruction awards for Service (2011 & 2014) and Faculty STAR (2008 & 2012).