School of Education
Fred Hamel has a Ph.D. in curriculum and instruction with an emphasis on teacher learning and literacy education. He is especially interested in the ways that teachers become familiar with student literacies. His doctoral dissertation examined secondary English teachers’ perspectives of the 'literary understandings' of their students. His most recent project examines writing practices among upper elementary students in a workshop environment, emphasizing the roles of flexibility, experimentation, and identity in student learning. Hamel has published articles related to pre-service teacher learning, including pieces on school-university partnerships, program accountability, mentoring practices, and the reflection practices of pre-service candidates. His research has appeared in publications including the Journal of Teacher Education, Teaching and Teacher Education, Research in the Teaching of English, and Social Education. From 2005-2010, Fred facilitated an exchange program that brought U.S. and Japanese pre-service teachers to each others' universities and schools. He co-published a study of this in International Journal of Intercultural Relations. He remains on the governing board of JUSTEC, the Japan-U.S. Teacher Education Consortium. He also is a member of the advisory council for the Race and Pedagogy Initiative at Puget Sound.
B.A., University of Santa Clara, 1985; M.A., M.A.T., University of Chicago, 1986, 1990; Ph.D., University of Washington, 2000