Aimee Ellis
Associate Dean of Faculty Affairs
Associate Professor
Aimee Ellis, PhD, is an Associate Professor in the Teaching and Learning program in the School of Education at Loyola University Chicago. Since 2012, Dr. Ellis has taught undergraduate and graduate level courses related to literacy education and children's literature, with a focus on supporting teacher candidates in learning how to use inclusive children's texts across their instruction in linguistically and culturally diverse classrooms. Her research focuses on inclusive children's literature, critical literacy with young children, and literacy instruction in elementary classrooms. Prior to coming to Loyola, Dr. Ellis taught for twelve years in public schools in five different states. In addition to her role as Associate Professor, Dr. Ellis is the Associate Dean for Faculty Affairs for the School of Education.
Education
- PhD, University of Nevada Reno, Reno, NV
- M.Ed., Bloomsburg University, Bloomsburg, PA
- BS Ed., Bloomsburg University, Bloomsburg, PA
Research Interests
- Critical Literacy
- Inclusive children's literature
- Preservice and inservice teacher learning
Specialty Area
Reading/Literacy Studies; Teacher Preparation
Professional/Community Affiliations
- Illinois Reading Council (IRC)
- International Literacy Association (ILA)
- Literacy Research Association (LRA)
Courses Taught
- CIEP 206: Children’s Literature
- TLSC 310: Language and Literacy for Diverse Students: Teaching and Assessing Culturally and Linguistically Diverse Students
- TLSC 320: Using Classroom Data in a Collaborative Environment to Advance Student Achievement
- TLSC 330: Discipline-Specific Literacy for Diverse Students: Teaching and Assessing Culturally and Linguistically Diverse Students
Publications/Research Listings
Books
- Heineke, A. J., & Papola-Ellis, A. (2022). Inclusive texts in elementary classrooms: Developing literacies, identities, and understandings. Teachers College Press.
Recent Journal Articles
- Papola-Ellis, A. & Hollenberg, K., (2024). LGBTQ-Inclusive read-alouds in a second-grade classroom. Reading Teacher. 77 (6), 842-849.
- Heineke, A. J., Roudebush, A., Papola-Ellis, A., Davin, K., Cohen, S., & Wright-Costello, B.(2020). Apprenticing educators of English learners: Partnerships to promote linguistically responsive practice in classrooms, schools, and communities. The Professional Educator, 43(1). https://wp.auburn.edu/educate/archives/
- Papola-Ellis, A. (2020). Teacher candidates’ use of critical literacy to shift thinking about texts and social justice. Reading Horizons: A Journal of Literacy and Language Arts, 59 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol59/iss2/4 Papola-Ellis, A. & Heineke, A.J. (2019). Interrupting teachers’ assumptions about Englishlearners through literature discussion. Action in Teacher Education.
Awards
- Loyola University Chicago School of Education Janell Hutcherson Award for Distinguished Service, 2024