- ENG 675A: Seminar in English Linguistics
- ENG 577: Introduction to Second Language Acquisition
- ENG 574SL: Teaching English to Speakers of Other Languages (TESOL) Materials, Assessment, and Curriculum
- ENG 571: TESOL Methods
- ENG 372: Teaching Grammar: 5-12
- ENG 371: Teaching Grammar
- ENG 201: Intermediate Composition (Face-to-face and Online)
- ENG 175WI: The Nature of Language (Writing Intensive)
- ENG 101H: Freshman Composition for Honors Students
- 2014 - Ph.D. Literacy & Language Education, Purdue University
- 2008 - C.A.S. English as a Second Language, University of Southern Maine
- 2002 - M.A.T. Secondary Education, University of Maine
- 1997 - B.A. English, University of Maine
Research and Scholarship
Dr. April M. Burke conducts qualitative, quantitative, and mixed methods research on the schooling experience and academic performance of minority and disadvantaged K-12 student populations. The primary focus of her scholarship is the schooling of emergent multilinguals, students who are learning English as an additional language. Dr. Burke investigates the impact of educational policies on this population, their performance on high-stakes tests, the programming and instructional models afforded them, and the preparation of pre-service teachers to meet their needs. The philosophical foundation for her work is an advocacy, social justice, and participatory worldview. Given this orientation, her research involves collaboration with policymakers, teachers, and school leaders to bring about changes that will benefit students, school personnel, and ultimately the communities in which they reside. In addition, given Dr. Burke's interest and background in literacy and language education and to better serve the CMU pre-service teachers in the methods courses she teaches, she also conducts research and scholarship on children's literature and best practices for literacy instruction.
2018 Distinguished Paper Award, co-authors H. Dunn and M. Singh, Hawai'i Educational Research Association (HERA), Consortium of State and Regional Educational Research Associations (SRERA), American Educational Research Association (AERA)
Finalist, 2018 Provost Award for Outstanding Research and Creativity, CMU
2014-2015 Mary Kay Sommers Dissertation Award, College of Education, Purdue
2014-2015 Outstanding Dissertation Award, Department of Curriculum and Instruction, Purdue
2013 Early Career Award, AERA Division H: Research, Evaluation, & Assessment in Schools mentorship with Austin Independent School District Department of Research and Evaluation
2019 Excellence in Teaching Award, Central Michigan University
2018 Grammar Teacher of the Year Award, Assembly for the Teaching of English Grammar (ATEG)
2011, 2012, 2013, 2014 Award for Instructional Excellence, Oral English Proficiency Program, Purdue University
Refereed Journal Articles
Burke, A. M., Case, S., & Hamstra, C. (Forthcoming). A TESOL service learning program in rural Michigan: An innovative approach to preparing pre-service teachers. Michigan Teachers of English to Speakers of Other Languages (MITESOL) Journal, 3(1).
Singh, M., Dunn, H., &
Burke, A. M. (2020). Revealing the variation in performance of Hawai'i’s Asian Pacific Islander subgroups on the English Language Arts Smarter Balanced Assessment: Implications for policy and practice.
International Journal of Educational Research, 103, 1-11. https://doi.org/10.1016/j.ijer.2020.101614
Burke, A. M., Morita-Mullaney, T., & Singh, M. (2016).
Indiana Emergent Bilingual Student Time to Reclassification: A Survival Analysis.
American Educational Research Journal,
53(5), 1310-1342. http://dx.doi.org/10.3102/0002831216667481
Thomas, K. K. & Burke, A. M. (2016).
Building a world of frequent readers: How can teachers encourage all students to read? The Looking Glass: New Perspectives on Children's Literature, 19(1).
Burke, A. M. (2015)
The impact of educational policy on English learners in a rural Indiana school corporation.
Mid-Western Educational Researcher,27(4), 317-338.
Burke, A. M., DePalma, G., Ginther, A., Morita-Mullaney, T., & Young, J. W. (2014).
Accountability lessons for Indiana schools serving English learners.
Indiana Teachers of English to Speakers of Other Languages (INTESOL) Journal, 11(1), 10-24.
Burke, A. & de Oliveira, L. C. (2012).
Educational policies in the United States and implications for English Learners (Políticas educacionais nos Estados Unidos e suas Implicações para aprendizes de inglês).
Revista Brasileira de Linguística Aplicada (Brazilian Journal of Applied Linguistics), 12(2), 311-329.
de Oliveira, L. C. &
Burke, A. M. (2015).
Mainstream elementary teachers' perspectives about teaching English language learners. In L.C. de Oliveira, & M. Yough (Eds.),
Preparing teachers to work with English language learners in mainstream classrooms (pp. 3-15). Charlotte, NC: Information Age.
Burke, A. (2013).The unintended consequences of No Child Left Behind on a school corporation: Implications for English language learners' advocates. In L.C. de Oliveira (Ed.), Teacher education for social justice: Perspectives and lessons learned (pp. 127-140). Charlotte, NC:
Burke, A. M. (2018).
The dialectical practice of a Marxist educator [Review of the book
A Marxist education: Learning to change the world]. International Socialist Review, 111.
Burke, A. M. (2014).
First opinion: City Cat: A European adventure enhanced by postmodern elements [Review of the book
First Opinions, Second Reactions, 7(2), 27-29.
Burke, A. (2013). [Review of the book
The Latino education crisis: The consequences of failed social policies].
Bilingual Research Journal, 36(3), 371-374. http://dx.doi.org/10.1080/15235882.2013.837119
Burke, A. (2012).[Review of the book
Applied linguistics and primary school teaching].
Teachers College Record, Date Published: February 23, 2012. ID Number: 16713.
Burke, A. (2011). [Review of the book
The language demands of school: Putting academic English to the test].
Language Testing, 28(3), 417-420. http://dx.doi.org/10.1177/0265532211404199
Burke, A. (2011). [Review of the book
English learners left behind: Standardized testing as language policy]. Language Testing, 28(3), 421-424. http://dx.doi.org/10.1177/0265532211404200
Morita-Mullaney, T. &
Burke, A. M. (2017). An Exploration of Indiana's English Language Learner Language Programming Models. In L. M. Dorner, S. S. Jeanetta, & C. Valdivia (Eds.).
Latinos in the Heartland: Building Bridges, Dialogue, and Opportunity. Paper presented at The Cambio de Colores (Change of Colors) Conference, Columbia, MO, 8-10 June (pp. 85-91). Columbia, Missouri: Cambio Center at the University of Missouri.
Burke, A. M. (2016). Encountering Challenges, Achieving Success: Preparing Pre-Service Teachers to Provide Grammar Instruction to the Next Generation. In G. W. Layton (ed.),
The Assembly for the Teaching of English Grammar (ATEG) Journal, 25(1). Paper presented at The ATEG Conference, Largo, MD, 24-25 July (pp. 8-11).