Aimee Morewood, PhD
Associate Professor and Outreach Coordinator,
West Virginia University
College of Education and Human Services
Department of Curriculum and Instruction/Literacy Studies
Dr. Aimee Morewood is an Associate Professor in the Department of Curriculum & Instruction/Literacy Studies, College of Education & Human Services, at West Virginia University (WVU).
Dr. Morewood received her doctorate in Instruction and Learning/Reading from the University of Pittsburgh. Dr. Morewood has a M.Ed. in Reading Education from Edinboro University and a M.Ed. in Curriculum and instruction from Gannon University. She was a dual major at Mercyhurst College where she focused on elementary and special education. Dr. Morewood’s certifications include Elementary Education (K-12), and Reading Specialist Certification (K-12). She began her career as a learning support teacher in an urban classroom in Erie City School District, Erie, PA.
Dr. Morewood recently served as the editor of Pennsylvania Reads: The Journal of the Keystone State Reading Association and she has served on various professional committees including the International Literacy Association’s (formerly the Insertional Reading Association) Jerry Johns Outstanding Teacher Educator in Reading Award/Arbuthnot Award Committee.
Her research interests include effective professional development for literacy educators, word study instruction for elementary students, systemic change through teacher leadership, and emergent literacy practices. Recently, her research has been funded through grants from the Claude Worthington Benedum Foundation, The Research Intensive Grant Program, Benedum Collaborative Five-Year Teacher Education Program, and West Virginia University’s Program Evaluation and Research Center.
In addition to her focused areas of research, Dr. Morewood enjoys teaching courses in Children’s Literature, Developing Interest, Motivation, and Engagement in Reading, and Emergent Literacy Instruction. Dr. Morewood believes that practicing teachers and higher education professionals should be engaging in continuous dialogue regarding effective practices. It is because of this belief that Dr. Morewood has made conscious efforts to publish and present both empirical research and practitioner information so that all literacy educators can be part of this conversation.