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Peggy Hickman
Associate Professor , School of Education
Taylor 310B/450 S. Easton Road/Glenside, PA 19038 (267) 620-4132 By Appointment
About Me
Peggy Hickman, Ph.D. is an Associate Professor of Education at Arcadia University. She completed her doctorate in Multicultural Special Education at the University of Texas, Austin, as well as an M.Ed. in Educational Administration from UTAustin and an M.Ed. in Bilingual/Elementary Education from Arizona State University. Her dissertation was titled Sociocultural Dimensions of White Principal Leadership in Multicultural Elementary Schools. Her research interests include multicultural special education, educator preparation related to diverse and multicultural populations, and educational leadership in diverse cultural and linguistic environments, with children in general and special education. She has consulted regionally and presented regionally, nationally and internationally on these topics. She has published articles in Learning Disabilities Quarterly, Exceptional Children, Teaching Exceptional Children, and The Reading Teacher, and a co-authored book published by the International Reading Association entitled Dynamic Read-Aloud Strategies for English Learners: Building Language and Literacy in the Primary Grades . She has also co-authored publications on these topics with Ed.D. students in Arcadia’s Doctoral Program in Education. In addition, Dr. Hickman taught school-aged students for 9 years including students in pre-kindergarten through second grade, in monolingual English and bilingual inclusive settings.
Areas Of Focus
RTI, multicultural special education, educator preparation related to diverse and multicultural populations, and educational leadership in diverse cultural and linguistic environments, with children in general and special education
Hometown
Roslyn
Home Country
U.S.A.
Languages
English, Spanish
Publications
Elementary principal leadership for equitable learning environments for diverse Latina/o students
Re-imagining quality education for Latin@ students at the crossroads of disability and second language acquisition within a Response to Intervention framework
Understanding complex ecologies to disentangle White identity: It’s a journey, not a destination
Dynamic Read-Aloud Strategies for English Learners: Building Language and Literacy in the Primary Grades
“Teacher, it’s just like what happens at my house.”
Storybook Reading: Improving Vocabulary and Comprehension for English-Language Learners
Effective Reading Instruction for English Language Learners with Reading Difficulties
Response to Treatment as a Way of Identifying Students with Reading/Learning Disabilities
Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading Thirty Minutes at a Time
Research Summary
Peggy Hickman, Ph.D. is an Associate Professor of Education at Arcadia University. She completed her doctorate in Multicultural Special Education at the University of Texas, Austin, as well as an M.Ed. in Educational Administration from UTAustin and an M.Ed. in Bilingual/Elementary Education from Arizona State University. Her dissertation was titled Sociocultural Dimensions of White Principal Leadership in Multicultural Elementary Schools. Her research interests include multicultural special education, educator preparation related to diverse and multicultural populations, and educational leadership in diverse cultural and linguistic environments, with children in general and special education. She has consulted regionally and presented regionally, nationally and internationally on these topics. She has published articles in Learning Disabilities Quarterly, Exceptional Children, Teaching Exceptional Children, and The Reading Teacher, and a co-authored book published by the International Reading Association entitled Dynamic Read-Aloud Strategies for English Learners: Building Language and Literacy in the Primary Grades . She has also co-authored publications on these topics with Ed.D. students in Arcadia’s Doctoral Program in Education. In addition, Dr. Hickman taught school-aged students for 9 years including students in pre-kindergarten through second grade, in monolingual English and bilingual inclusive settings.