All Faculty, Staff
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 Chair of the English Language Arts Teacher Educators, 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. In 2019, Goering's co-edited book received the Divergent Award for Excellence in 21st Century Literacies Research and his collaborative work with the Center for Children and Youth was acknowledged with the Governor's Arts Award for Arts in Education.
- Musical arts integration
- Education policy
- School films
- Rural schools and teachers
- English/Language Arts Methods
- Secondary Education
- Adolescent Literacy
- Public Policy
- School Films
- 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
Goering, C. Z., & Thomas, P. L. (Eds.) (2018). Critical media literacy and fake news in post-truth America. Leiden, The Netherlands: Brill/Sense. [selected as a recipient of the 2019 Divergent Award for Excellence in 21st Century Literacies Research].
Goering, C. Z., French, S. D. (Eds.) (2017). Unwavering: An educational biography of a lifelong educator, Michael J. Wavering. https://itun.es/us/IRorjb.l
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.
Goering, C. Z. & Matthews, A. (2019). “I am Arkansas”: Social activism through protest songwriting in a high school classroom. In K. Macro & M. Zoss (Eds.) A symphony of possibilities: A handbook for arts integration in secondary English language arts.
(pp. 19-35). Urbana, IL: National Council of Teachers English.
Goering, C. Z., & French, S. D., (2019). Record, reflect, rinse, repeat: Response to Chapter 9. In H. Hallman, K. Pastore, & D. Pasternak (Eds.) Possibilities, challenges, and changes in English teacher education today: Exploring identity and professionalization. (pp. 127-130). Lanham, MD: Rowman & Littlefield.
Searcy, L., & Goering, C. Z. (2019). “We need to go next door and talk about our lessons”:One state’s context and collaboration around standards-based reform. In H. Hallman, K. Pastore, & D. Pasternak (Eds.) Possibilities, challenges, and changes in English teacher education today: Exploring identity and professionalization. (pp. 95-106). Lanham, MD: Rowman & Littlefield.
Collet, V. S., Jennings-Davis, J., Endacott, J. L., Goering, C.Z., Denny, G.S., & Wright, G. (2019). Examining teachers’ perceptions of standards-based reform: The impact of leadership hybridity. Journal of School Leadership. Online first: https://journals.sagepub.com/doi/10.1177/1052684619852116.
Aydar, H. K, & Goering, C. Z. (2019). Socratic Circles in professional development sessions: Negotiating peripheral participation and membership in building a community of practice. Action in Teacher Education. https://doi.org/10.1080/01626620.2018.1561547
Searcy, L., Allred, J. B., French, S., & Goering, C. Z. (2018). Reinterpreting revolutions: An Encoding/Decoding analysis of Animal Farm. In C. Hill & V. Malo-Juvera (Eds.), Critical approaches to teaching the high school novel: Reinterpreting canonical literature.(pp. 145-160). New York, NY: Routledge.
Goering, C. Z. (2018). #NeverAgain: Considering the Marjory Stoneman Douglas High School student activists’ media representation through a Youth Lens. In S. Bickmore, G. Rumohr-Voskuil, and S. Shaffer (Eds.) Teaching beyond Fear: Arming Teachers with Words, Stories, and Power. (pp. 23-29). New York: Routledge.
Goering, C. Z., & Goering, V. J. C. (2018). Accepting the Deadline and forging ahead: Literature through the lens of hospice care in a high school English classroom. In M. Falkner & S. Bickmore (Eds.) When loss gets personal: Discussing death through literature in the secondary ELA classroom.(pp. 41-48). Lanham, MD: Rowman & Littlefield.
Goering, C. Z. (2018). Leading the call: Transforming English Language Arts class into multimodal arts explorations. Voices from the Middle. Available: http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0261-sept2018/VM0261Sept2018Leading.pdf
Goering, C. Z., Witte, S., & French, S. D. (2018). Fiction or reality?: The reciprocity of school film literacy representations and education policy, 1955-2017. In S. Hochstetler (Ed.) Re-forming literacy education: History, effects, advocacy. (pp. XXX-XXX). New York, NY: Routledge.
Thomas, P. L. & Goering. C. Z. (2018). Speaking Truth to Power in English Journal 2013-2018, a retrospective. English Journal.
Sulentic-Dowell, M. M. & Goering, C. Z. (2018). Editors’ introduction: On the promise and possibilities of arts integration in education. Pedagogies: An International Journal. https://doi.org/10.1080/1554480X.2018.1449180.
Aydar, H., Endacott, J. L., & Goering, C. Z. (2018). 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.
Kindall, H.K. & Goering, C.Z. (2018). Teachers increased use of informational text: A deeper look into five primary classrooms. Educational Considerations, 44(1). DOI: 10.4148/0146-9282.1870
Thomas, C. & Goering, C.Z. (2018). Socratic Circles in world history: A year in dialogue. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. DOI: 10.1080/00098655.2017.1411132
Connors, S. P., Goering, C. Z. (2017). Initiating a conversation: Finally finding a place for media literacy in teacher education. Teacher Education & Practice, 30(4), 684-696.
Endacott, J. L., Goering, C. Z., Pham, H. K., & Beason-Manes, A. D. (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, Research Strand, 4(1) 7-59. http://ed-ubiquity.gsu.edu/wordpress/endacott-goering-pham-and-beason-manes-4-1/
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 chair (2018-2020) of the English Language Arts Teacher Educators. He served from 2015-2018 as co-editor for the Speaking Truth to Power column of English Journal and also in 2018 guest edited (with Margaret Mary Sulentic-Dowell) a special issue of Pedagogies: An International Journal on arts integration. 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. In 2011 and 2012 respectively, he co-founded the ARTeacher Fellowship and the ARTful Teaching Conference.
Goering has co-authored one book, co-edited three books, authored or co-authored over 65 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 2018, his co-edited book, Critical Media Literacy and Fake News in Post Truth America, was selected as a recipient of the 2019 Divergent Award for Excellence in 21st Century Literacies Research, http://www.initiativefor21research.org/the-divergent-award.html. Also in 2019, Goering (and Hung Pham) were recognized with the Governor's Arts Award for the work of the Center for Children and Youth. In 2016, he was inducted as a fellow of the University of Arkansas Teaching Academy, elected to the executive council of the English Language Arts Teacher Educators, 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 Research (2017), Service (2011 & 2014), and Faculty STAR (2008 & 2012).