Bio

My research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that AI and digital media (for example, natural language processing models like ChatGPT; visual representations of text like word clouds; and radio production) can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between in- and out-of-school worlds.

Academic Appointments

Administrative Appointments

  • Assistant Professor, Stanford Graduate School of Education (2015 - Present)

Honors & Awards

  • Stanford Graduate School of Education Guild Teaching Award, Stanford Graduate School of Education (2023)
  • Stanford Graduate School of Education Guild Teaching Award, Stanford Graduate School of Education (2021)

Boards, Advisory Committees, Professional Organizations

  • High school English and radio teacher, Chicago Public Schools (1997 - 2009)

Professional Education

  • PhD, Northwestern University, Learning Sciences
  • Master of Arts, University of Chicago, Teaching of English
  • Bachelor of Arts, Cornell University, American Studies

Contact

  • Academic
    srlevine@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Assistant Professor - 1103

Additional Info

Links

Research Interests

  • Curriculum and Instruction
  • History of Education
  • Literacy and Language
  • Secondary Education
  • Teachers and Teaching
  • Technology and Education

2024-25 Courses

Stanford Advisees

All Publications

  • Elementary Teachers' Scaffolding in Writing Instruction LITERACY RESEARCH AND INSTRUCTION Taylor, K. S., Keane, K., Silverman, R. D., Levine, S. 2024

    View details for DOI 10.1080/19388071.2024.2429509

    View details for Web of Science ID 001360380800001

  • The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write READING RESEARCH QUARTERLY Beck, S. W., Levine, S. 2024

    View details for DOI 10.1002/rrq.567

    View details for Web of Science ID 001285081000001

  • How do students use ChatGPT as a writing support? JOURNAL OF ADOLESCENT & ADULT LITERACY Levine, S., Beck, S. W., Mah, C., Phalen, L., Pittman, J. 2024

    View details for DOI 10.1002/jaal.1373

    View details for Web of Science ID 001276291900001

  • Beyond CheatBots: Examining Tensions in Teachers' and Students' Perceptions of Cheating and Learning with ChatGPT EDUCATION SCIENCES Mah, C., Walker, H., Phalen, L., Levine, S., Beck, S. W., Pittman, J. 2024; 14 (5)

    View details for DOI 10.3390/educsci14050500

    View details for Web of Science ID 001232754400001

  • A Life with Poetry: The Development of Poetic Literacy (Book Review) STYLE Book Review Authored by: Levine, S., Bunderson, M. 2024; 58 (1): 105-112

    View details for DOI 10.5325/style.58.1.0105

    View details for Web of Science ID 001206025200008

  • Backtalk: ChatGPT: A powerful technology tool for writing instruction PHI DELTA KAPPAN Beck, S. W., Levine, S. R. 2023; 105 (1): 66-67

    View details for DOI 10.1177/00317217231197487

    View details for Web of Science ID 001074281300015

  • One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education TEACHING AND TEACHER EDUCATION Trepper, K., Levine, S., Lomeli, K., Garcia, A. 2023; 129

    View details for DOI 10.1016/j.tate.2023.104144

    View details for Web of Science ID 000989315700001

  • High school mathematics teachers' noticing of inequitable talk JOURNAL OF MATHEMATICS TEACHER EDUCATION Stovall, J., Pimentel, D. R., Carlson, J., Levine, S. R. 2023

    View details for DOI 10.1007/s10857-023-09572-9

    View details for Web of Science ID 000943691600001

  • INSIGHTS INTO TEACHERS' FUNDS OF KNOWLEDGE: COMPARING LANGUAGE ARTS TEACHERS' STANCES TOWARD THE SAME POEMS IN EVERYDAY AND SCHOOL SETTINGS L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE Levine, S., Sigvardsson, A. 2023; 23 (2): 1-27

    View details for DOI 10.21248/l1esll.2023.23.1.557

    View details for Web of Science ID 001137113200001

  • What if it WereOtherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature READING RESEARCH QUARTERLY Levine, S., Moore, D. P., Bene, E., Smith, M. W. 2022

    View details for DOI 10.1002/rrq.488

    View details for Web of Science ID 000890361200001

  • Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry COGNITION AND INSTRUCTION Levine, S. 2022

    View details for DOI 10.1080/07370008.2022.2092482

    View details for Web of Science ID 000829795200001

  • Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education ENGLISH TEACHING-PRACTICE AND CRITIQUE Rainey, E. C., Levine, S. 2022; 21 (1): 1

    View details for DOI 10.1108/ETPC-04-2022-196

    View details for Web of Science ID 000772787800001

  • Authority and authenticity in teachers' questions about literature in three contexts ENGLISH TEACHING-PRACTICE AND CRITIQUE Levine, S., Hauser, M., Smith, M. W. 2022

    View details for DOI 10.1108/ETPC-03-2021-0021

    View details for Web of Science ID 000769215000001

  • How Feeling Supports Students' Interpretive Discussions About Literature JOURNAL OF LITERACY RESEARCH Levine, S., Trepper, K., Chung, R., Coelho, R. 2021

    View details for DOI 10.1177/1086296X211052249

    View details for Web of Science ID 000720393100001

  • A Century of Change in High School English Assessments: An Analysis of 110 New York State Regents Exams, 1900-2018 RESEARCH IN THE TEACHING OF ENGLISH Levine, S. 2019; 54 (1): 31–57

    View details for Web of Science ID 000488680700003

  • Using Everyday Language to Support Students in Constructing Thematic Interpretations JOURNAL OF THE LEARNING SCIENCES Levine, S. 2019; 28 (1): 1–31

    View details for DOI 10.1080/10508406.2018.1485023

    View details for Web of Science ID 000457995300001

  • THEORY, DESIGN, AND TEACHER EXPERIENCE IN A LITERATURE-FOCUSED PROFESSIONAL DEVELOPMENT L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE Levine, S., Trepper, K. 2019; 19

    View details for DOI 10.17239/L1ESLL-2019.19.04.05

    View details for Web of Science ID 000498521500013

  • Using Everyday Language to Support Students in Constructing Thematic Interpretations Journal of the Learning Sciences Levine, S. 2018: 1-31
  • Epistemic cognition in literary reasoning Handbook of epistemic cognition Lee, C. D., Goldman, S. R., Levine, S., Magliano, J. 2016: 165-183
  • Opening George Hillocks's Territory of Literature English Education Levine, S., Bernstein, M. 2016; 48 (2): 127
  • Helping high school students read like experts: Affective evaluation, salience, and literary interpretation Cognition and Instruction Levine, S., Horton, W. 2015; 33 (2): 125-153
  • Teaching writing with radio English Journal Levine, S., Franzel, J. 2015: 21-29
  • Making interpretation visible with an affect‐based strategy Reading Research Quarterly Levine, S. 2014; 49 (3): 283-303
  • Using affective appraisal to help readers construct literary interpretations Scientific Study of Literature Levine, S., Horton, W. S. 2013; 3 (1): 105-136
https://orcid.org/0000-0002-8986-3229