Faculty Profiles

Dr. Michael Sherry

associate Professor, english education

Michael Sherry Headshot

Email: mbsherry@usf.edu
Office: 国产短视频Tampa campus, EDU 302-X
Phone: (813) 974-3533

Background

Dr. Sherry holds a BA from Princeton University, and an MA and PhD from Michigan State University. Before joining the 国产短视频faculty in 2015, he taught English teachers in Pennsylvania and Michigan. Dr. Sherry began his teaching career as a middle and high school literature and drama teacher in New Jersey and has also taught in Europe.

Teaching

Dr. Sherry teaches graduate and undergraduate courses in classroom communication, English teaching methods, and writing pedagogies. He specializes in developing professional practices through the use of tools like reflective writing, digital video, and teacher portfolios.

Research and publications

Dr. Sherry鈥檚 research addresses how teacher response during whole-class discussions and to student writing can enable and constrain participation, especially from students who are often marginalized by traditional classroom discourse practices. His research has appeared in Research in the Teaching of English, American Educational Research Journal, English Education, and Teachers College Record. His current work includes the Student Writing Archive Project, an online database of student writing with teacher feedback accompanied by instructional materials and interview commentary from elementary, middle, and high school teachers in diverse linguistic/geographic regions across the U.S.

Recent Publications:

  • Sherry, M. B. (2019). English education for a sustainable future (or why we need writing teachers at the end of the world).
  • Sherry, M. B. & Lawrence, A. M. (2019). Put me in the game: Video games and argument writing for social action.
  • Sherry, M. B. (2019). That鈥檚 how the light gets in: Discussing teaching on the day after Parkland.
  • Sherry, M. B. (2019). Tracking the emergence and development over time of a dialogic whole-class discussion genre in a ninth-grade history classroom.
  • Sherry, M. B., Dodson, G., & Sweeney, S. (2019). Improvising literate identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom.
  • Sherry, M. B. (2018). How to make online discussions work: Writing to continue the conversation.
  • Sherry, M. B., Messier-Jones, L. M., & Morales, J. (2018). Positioning in prospective secondary English teachers鈥� annotations of teaching videos.
  • Sherry, M. B. (2018). Reframing recitation: The dialogic potential of student responses in IRE/F.
  • Sherry, M. B. (2017). How the visual rhetoric of online discussions enables and constrains student participation.
  • Sherry, M. B. (2017). Prospective English teachers learn to respond to student writing through the student writing archive project (SWAP).
  • Sherry, M. B. (2016). Bringing disciplinarity to dialogic discussions: Imaginative entry and dialogic discourse in a ninth-grade History classroom.
  • Sherry, M. B. (2014). Indirect challenges and provocative paraphrases: Using cultural conflict-talk strategies to promote student participation in whole-class discussions.
  • Sherry, M. B. (2014). The student writing archive project: Designing a searchable database of student writing and teacher commentary for English teacher preparation courses.

Service

Dr. Sherry serves as a co-editor of , an online publication dedicated to authentic writing instruction. He has also served as chair or member of national committees like NCTE鈥檚 Promising Young Writers Advisory Board.