Tierney Hinmanمشاهده پروفایل
استادیار
Dr. Tierney Hinman serves as Assistant Professor of English/Language Arts Education in Auburn University's College of Education, Department of Curriculum and Teaching. Her work centers on designing equitable literacy instruction for culturally and linguistically diverse adolescents through teacher education and disciplinary literacy frameworks. Her academic credentials include: B.A. in Elementary Education, University of Northern Colorado (2005) M.Ed. in K-12 Reading Education, University of Florida (2006) Ph.D. in Educational Studies, University of North Carolina at Greensboro (2020) Hinman's research operates through two interconnected strands: first, employing self-study methodology to examine how teacher educators support preservice teachers in implementing equitable literacy practices; second, investigating the adoption of critical disciplinary literacy in content-area instruction. Her work consistently emphasizes critical reflection, confrontation of systemic biases like whiteness and 'niceness,' and collaborative problem-solving among educators. Analysis of her 2021-2025 publications reveals dominant themes in anti-racist teacher education, multilingual learner support in disciplinary contexts, and community-based inquiry. Her scholarship demonstrates how teachers develop critical racial literacy, navigate identity tensions, and transform 'activity' into sustained anti-bias habits of mind through collaborative self-study. No scientific awards are documented in the provided materials. Hinman teaches adolescent literacy courses across Auburn's Reading Education Program and leads an annual community of practice where teachers collaboratively address literacy instruction challenges. Experienced participants evolve into teacher leaders who mentor newcomers through shared problem identification, inquiry processes, and solution development centered on equitable practices. Her outreach initiative functions as a sustained professional learning community focused on implementing critical disciplinary literacy approaches for linguistically diverse adolescents through structured collaborative inquiry and reflective dialogue.
