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Linda Eilers is a Clinical Associate Professor in the Department of Curriculum and Instruction in the College of Education and Health Professions. She was appointed August 20, 2001 and teaches in the Childhood Education, Master of Arts in Teaching (M.A.T.) Program. Dr. Eilers is the Coordinator of the University of Arkansas Clinic for Literacy and the Director of the University of Arkansas Literacy Camps. Prior to her appointment to the University of Arkansas, Dr. Eilers was an Assistant Professor at Mississippi College in Clinton, MS (1996 – 2001) and an Instructor at the University of Louisiana at Monroe, LA (1990 – 1996). She taught elementary school in the Little Rock Arkansas School District for 14 years. As a classroom teacher she taught both primary (2nd) and intermediate grades (4th, 5th, and 6th). Her areas of certification include Classroom Teacher 1-6 and Gifted and Talented Certification K-12. In addition to classroom teaching, Dr. Eilers was a Gifted Curriculum Specialist for a performing arts elementary school during her tenure with the Little Rock School District. Dr. Eilers holds a lifetime teaching license from the Arkansas Department of Education in 1-6 Elementary Education; Gifted and Talented Education PK-8 and 7-12; and Middle School Social Studies 5 -8.
- Teaching Reading
- Literacy Assessment
- Literacy Assessment
- Teaching Reading
- Action Research
- CIED 3013 Children's and Adolescent's Literature
- CIED 4123 Literacy Assessment
- CIED 5013 Measurement, Reserach, and Statistical Concepts
- CIED 5173 Literacy Assessment
- Ph.D., Louisiana State University at Baton Rouge, 1996
- M.Ed., University of Arkansas at Little Rock, 1984
- B.S.E., University of Arkansas at Little Rock, 1973
- Eilers, L. Kindall, H. Crowe, T. & Elsass. A (Spring, 2016). The perceived literacy skills of “digital natives” and “digital immigrants” in one teacher preparation program. The Reader, 41(1).
- Eilers, L. & D'Amico, M. (Summer, 2012). Essential leadership elements in implementingcommon core state standards. The Delta Kappa Gamma Bulletin, 78-4, 46–50.
- Eilers, L.H. (2010). Getting to the heart of mathematical numbers and operations. In M.B. Imbeau (Ed.) Parallel Curriculum Model K-5 Unit Book. Thousand Oaks, CA: Corwin, Press.
- Eilers, L. & Pinkley, C. (Spring/2006). Metacognitive strategies improve reading comprehension in a first-grade classroom. Reading Improvement 43(1), 13 – 29.
- Eilers, L. (Spring/2006). Action research: The ultimate mirror test. The Delta Kappa Gamma Bulletin (72)3, 14 - 17.
- Eilers, L. (2004). Teachers’ perceived needs for professional development. SRATE Journal 13(1), 32 – 38.
- Eilers, L. (2005). Fluency: A flash in the pan or a renewed focus? The Reader,29, 4 – 7.
Linda Eilers teaches at least three graduate courses each semester and advises undergraduate and graduate teacher candidates each semester. Dr. Eilers has authored or co-authored eight manuscripts and made over 20 presentations and/or conducted workshops at national, regional and state conferences in her academic areas of interest. She regularly conducts workshops for professional organizations and schools focusing on elementary teaching methods and elementary school curriculum. Additionally, she is a reviewer for E-Journal of Teaching and Learning in Diverse Settings. Dr. Eilers was a co-principal investigator for an externally funded grant totaling approximately $ 30,000. She belongs to more than ten professional and academic associations at the local, state, national, and international levels. She served as the President of the Arkansas Reading Association, Chair of the Arkansas Reading Association Student Membership Committee, and is currently President of the Arkansas Literacy Teacher Educators Organization.
She has been nominated for the Outstanding Teaching Award by the Student Alumni Board and Associated Student Government, the Outstanding Teaching Award for the College of Education and Health Profession, and has received the Outstanding Teacher Award and Outstanding Advising Award for the Department of Curriculum and Instruction.