Contact Info

Phone:  617-353-4864

Educational History

  • Ed. D., Harvard Graduate School of Education, Human Development and Education, 2013
  • M. Ed., Harvard Graduate School of Education, Language and Literacy, 2006
  • B. A., Texas A&M University, English, 2000


Christina Dobbs is a Clinical Assistant Professor in English Education. She completed her doctoral studies in Human Development and Education at the Harvard Graduate School of Education, completing her dissertation about the academic language writing of middle graders. Her research interests include academic language development, the argumentative writing of students, and writing instruction. She has served as an adjunct instructor at Lesley University, Hunter College, Simmons College, and Salem State University and as a consultant for the Cambridge Public Schools, Boston Public Schools, and Concord School District in New Hampshire. She served as the Manuscripts Editor for the Harvard Educational Review, and she edited a volume titled Humanizing Education: Critical Alternatives to Reform. She is a former high school teacher in Houston, Texas, as well as a literacy coach, and reading specialist.

Courses Taught

  • LW736:  Teaching Writing in Elementary, Middle, and Secondary Schools
  • LR732:  Teaching Reading in the Middle and Secondary Schools
  • EN506:  Curriculum Materials and Teaching Strategies in English

Selected Publications

  • Dobbs, C. L. (2010).  Editor’s Review of Manga High and Harlem on Our Minds.  Harvard Educational Review, 80(4), 573-581.
  • Brion-Meisels, G., Cooper, K. S., Deckman, S., Dobbs, C. L., Francois, C., Nikundiwe, T., & Shalaby, C. (Eds.)  (2010).  Humanizing education: Critical alternatives to reform. Cambridge, MA:  Harvard Education Press.

Selected Presentations

  • Learning to be Convincing:  Metadiscourse and the Academic Writing of Middle Graders, Poster Presentation. Presented at the Society for Scientific Study of Reading Annual Conference, Montreal, Canada, July 2012
  • “I Do Agree”:  Academic Discourse in Teenagers’ Persuasive Writing, Poster Presentation. Presented with Paola Uccelli, Martha Shiro, and Jessica Scott at the International Congress for the Study of Child Language, Montreal, Canada, July 2011
  • Increasing Academic Vocabulary and Written Academic Language Skills:  Exploring Students’ Writing Skills in the Word Generation Program. Presented as part of symposium at the National Reading Conference, Albuquerque, NM, December, 2009
  • Persuasion and Authority in Adolescent Persuasive Essays:  Academic Discourse Markers in Student Writing and Teacher Feedback. Presented as part of a symposium at the American Educational Research Association Conference, San Diego, CA, April, 2009
  • Background Knowledge and Roles of Authority in Using Academic Language. Presented as part of a symposium at the National Reading Conference Annual Meeting, Orlando, FL, December, 2008

Undergraduate Students

Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

Graduate Students

Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.