Faculty & Staff Directory
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Education Faculty & Staff Directory
First Name
Daisy
Last Name
Fredricks
Email
fredrida@gvsu.edu
Role(s)
- Associate Professor
- Director of Teacher Education
Office Address
455C DeVos
Office Phone
616-331-6275
Department
- Teaching and Learning
Program
- Elementary Education
- Secondary Education
- Special Education
About
Dr. Daisy Fredricks is an Assistant Professor and the Director of Teacher Education at Grand Valley State University. She earned her Ph.D. in Applied Linguistics from Arizona State University in 2013. Her current research focuses on the daily instructional practices that teachers utilize with multilingual learners—and how learners respond to such practices. She has publications in Theory Into Practice, Action in Teacher Education, Bilingual Research Journal, International Multilingual Research Journal, CATESOL Journal, as well as in a number of peer-reviewed book collections. She served as an elementary and middle school classroom teacher in Michigan, Texas, and Arizona.
Teaching Areas
- EDI 310: Organizing and Managing the Classroom Environment
- EDI 635: Development and Needs of Students
- EDR 635: Sociolinguistics: Language, Society, and Schooling
Degrees
- Ph.D., Arizona State University (Applied Linguistics)
- M.Ed., Arizona State University (Curriculum and Instruction, Bilingual & ESL Education)
- B.A., Grand Valley State University (Spanish & Elementary Education)
Academic & Professional Activities
- American Association for Applied Linguistics (AAAL)
- American Anthropological Association (AAA)
- American Educational Research Association (AERA)
- Alpha Upsilon Alpha (AUA)
- International Teaching English to Speakers of Other Languages (TESOL)
- Kappa Delta Pi (KDP)
Scholarly Interests & Research
- English Learner Education
- Refugee-Background Learners in PK-12 Contexts
- Pre-Service Teacher Education
- Restrictive Language Ideology, Policy, and Practice
- Qualitative Research: Ethnography, Interview Methodologies, and Action Research
Recent Publications:
Kidwell, T., Peercy, M.M., Tigert, J. & Fredricks, D. (2021). Novice teachers' use of pedagogical language knowledge to humanize language and literacy development. TESOL Journal, https://doi.org/10.1002/tesj.590.
Fredricks, D.E. and Peercy, M.M. (2020). Multilingual Youth Perspectives on Humanizing Core Practices. In L. Cardozo-Gaibisso & M. Vazquez Dominguez (Eds.), Handbook of Research on Advancing Language Equity Practices With Immigrant Communities. IGI Global.
Warriner, D.S., Fredricks, D.E., & Duran, C.S. (2019). Valuing the resources and experiences of refugee-background learners: A principled approach to teaching and learning Academic Language. Theory Into Practice, DOI: 10.1080/00405841.2019.1665412
Fredricks, D.E. (2019). Working toward a humanizing research stance: Reflections on modifying the interview process. In Warriner, D.S. & Bigelow, M. (Eds.) (2019). Critical Reflections on Research Methods: Power and Equity in Complex Multilingual Contexts. Multilingual Matters.
Peercy, M.M., Kidwell, T., Lawyer, M., Tigert, J., Fredricks, D., Feagin, K., & Stump, M. (2019). Experts at being novices: What new teachers can add to practice-based teacher education efforts. Action in Teacher Education, DOI: 10.1080/01626620.2019.1675201
Peercy, M. M., Tigert, J., Feagin, K., Kidwell, T., Fredricks, D., Lawyer, M., Bitter, M., Canales, N., Mallory, A. (2019). “I need to take care of myself”: The case for self-care as a core practice for teaching. In C. R. Rinke & L. Mawhinney (Eds.), Opportunities and challenges in teacher recruitment and retention: Teacher voices across the pipeline (pp. 303-325). Charlotte, NC: Information Age Publishing.
Fredricks, D.E. (2017). Reflections on qualitative research with English language learner youth in restrictive language contexts. In S.A. Mirhosseini (Ed.). Reflections on Qualitative Research in Language and Literacy Education. Dordrecht, Netherlands
Fredricks, D.E. & Warriner, D.S. (2016). “We speak English in here and English, only!”: Teacher and ELL youth perspectives on restrictive language education. The Bilingual Research Journal, 39(3-4), 309-323.
Fredricks, D.E. & Warriner, D. (2016). “Talk English!”: Refugee youth and policy shaping in restrictive language contexts. In E. Feuerherm and V. Ramanathan (Eds.). Refugee Resettlement in the United States: Language, Policy, Pedagogy. (pp. 134-150). Bristol: Multilingual Matters.
Friedrich, P., Chaudhuri, A., Diniz de Figueiredo, E., Fredricks, D., Hammill, M., Johnson, E., Suwannamai, C., & Yun, A. (2013). Reading Pennycook critically ten years later: A group’s reflections on and questions about critical applied linguistics. International Multilingual Research Journal.
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