Awards
2022- Excellence in Scholarly Activity - University of Central Missouri
2022- Finalist for Outstanding Advisor of the Year Award- University of Central Missouri
2021. 2020 - Finalist for the Governor’s Excellence in Education Award- University of Central Missouri
2021- Public Media Award for Community Engagement: Local Project- National Educational
Telecommunications Associate (NETA) Conference and Corporation for Public Broadcasting (CPB) Public Media
2021- Public Media Award for Education: COVID-19 Education-National Educational
Telecommunications Associate (NETA) Conference and Corporation for Public Broadcasting (CPB) Public Media
2021- Learning to a Greater Degree Award – University of Central Missouri
2020 -Alumni Service Award- Avila University
2017- Pedagogical Study Category Award- Graduate Research Council - University of Central Missouri
2017 -Excellence in Scholarly Activity - University of Central Missouri
2016-Excellence in Scholarly Activity- University of Central Missouri
2011 - Excellence in Teaching Award- Lee’s Summit School District
Peer Reviewed Publications:
Atkins, C. & Danley, A. (2020). Supporting teacher candidates during COVID-19.
Educational Renaissance. 9 (31-40).
Danley, A. (2020). Five tips for community building in a distance learning classroom.
The Missouri Reader, 44 (1). 28-29.
Danley, A. (2021). Five ways to use google jamboard during literacy instruction. The
Missouri Reader, 44 (2). 40-41.
Danley, A. (2020). Fostering a growth mindset using two children’s books: ""Beautiful
Oops"" by Barney Saltztberg and ""Stickley Makes a Mistake: A Frog's Guide to Trying
Again"" by Brenda S. Miles. International Journal of the Whole Child. 5 (2).
https://libjournals.mtsu.edu/index.php/ijwc/issue/view/174/103
Danley, A. (2020). Providing teacher candidates experience in data teams: Analyzing literacy
data. SRATE Journal, 29 (1). 1-8.
Danley, A. (2020). Using choice boards to differentiate instruction in the classroom. In A.
M. Quinzio-Zafran and E. A. Wilkins (Eds.). The new teacher’s guide
to overcoming common challenges: curated advice from award-winning teachers. New
York, NY: Taylor & Francis/Routledge. https://doi.org/10.4324/9781003105008.
Danley, A. (2020). Visualizing with reading: An example of an interactive read aloud.
Tennessee Literacy Journal. 1(2). 53-56.
Danley, A.; McCoy, A. & Weed, R. (2016). Exit tickets open the door to university learning.
InSight: A Journal of Scholarly Teaching and Learning. 11, 48-58.
Danley, A. & McManus, T. (2020). The semantic gradients strategy: A way to build
students’ understanding of how words relate. Tennessee Literacy Journal. 2(1), 36-39.
Danley, A. & O’ Rear, A. (2019). A vocabulary strategy: K.I.M. (key ideas, information, and
memory cue. The Missouri Reader. 42 (3), 26-27.
Danley, A. & Theiss, D. (2015). Using walkthrough observations to document dispositional
actions. School University Partnerships. 8(2), 26-33.
Danley, A.; Tye, N.; & Loman, K. (2020). Analyzing student achievement data: Preparing
teacher candidates for leadership. International Journal of the Whole Child. 5(1), 10-27.
Danley, A; Tye, N.; Loman, K.; Barlow, A. & Nickens, N. (2016). Revealing dispositions: a
comparison study of a traditional pathway university model and a clinical pathway
university model. School University Partnerships. Special Ed., 153-170.
Danley, A. & Williams, C. (2020). Choice in learning: Differentiating instruction in the
college classroom. InSight: A Journal of Scholarly Teaching and Learning, 15, 83-
104. https://doi.org/10.46504/15202005da
Danley, A. & Williams, C. (2020). Modifying the clinical field experience during
COVID-19. Teacher Education Journal of South Carolina (TEJSC).
Loman, K., Nickens, N., Tye, N., Danley, A., Snider, K., McCoy, A., Diekmann, S, & Gilbert,
A. (2019). Peer coaching during field experiences: Cultivating teacher candidates’ peer feedback and reflective practices. Journal of Early Childhood Teacher Education. 85-
99. https://doi.org/10.1080/10901027.2019.1569183
Nickens, N. ;Loman, K.; Tye, N.; Danley, A.; & DeVilbliss. (2018). Matched for success:
strategic student teaching placements. School University Partnerships. The Journal of National Association for Professional Development Schools. 11 (4), 5-15.
Tye, N.; Danley, A.; Richardson, C.; & Loman, K. (2019). Five quick write strategies for
engaging students. The Missouri Reader, 42(2), 40-47.
Online Pedagogy Publications:
Danley, A. (2022). “Hook” the students to prompt reflection and discussion in synchronous sessions. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning.
Danley, A. (2015). Provide Non-linguistic representations to foster reflection&. In K.
Thompson and B. Chen. Teaching Online Pedagogical Repository. Orlando, FL.
University of Central Florida for Distributed Learning.
Danley, A. (2015). Require online exit tickets for active engagement. In K. Thompson and
B. Chen. Teaching Online Pedagogical Repository. Orlando, FL. University of
Central Florida for Distributed Learning.
Danley, A. (2018). Using mind watch journals to reflect and connect to content. In Chen, B.,
DeNoylles, A. & Thompson, K. (Eds). Teaching Online Pedagogical Repository. Orlando, FL:
University of Central Florida Center for Distributed Learning.
Danley, A. (2019). Using start, stop, continue to gather student feedback to improve
instruction. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online
Pedagogical Repository. Orlando, FL: University of Central Florida Center for
Distributed Learning.
Other Publications:
Danley, A.& Palmer, D. (2019). Promoting family involvement and the love of reading
through an author visit. Stories from the Field. National Association for Professional
Development Schools.
Loman, K.; Danley, A.; Tye. N. (2015, 2016). Teaching literacy in early childhood and middle
Grades (preliminary and 1st ed) San Diego, CA: Cognella, Inc.
Loman, K.; Danley, A.; Tye. N. (2019). Teaching literacy in early childhood and middle
Grades (2nd ed). San Diego, CA: Cognella, Inc.
Peer Reviewed Presentations:
Danley, A. (2021). Presenting on air lessons during a pandemic: Reaching students K-5.
PDS SERVE
Danley, A. (2020). Providing a year long field experience with a mentoring teacher. PDS
SERVE
Danley, A. & Loman. K. (2015). Using quick writes: writing to learn strategies.
Appreciative Education Conference: University of South Carolina. Mrytle Beach, SC
Danley, A.; Loman, K., Barlow, A. (2015). Clinical pathways: taking the route to success
National Association for Professional Development Schools: Atlanta, GA.
*Danley, A. & Theiss, D. (2014). Using exit tickets to reflect on learning in the university
classrooms. Paper presented at Teaching Professor Conference. Boston, MA.
Danley, A. & Tye, N. (2020). Growing teacher candidates to become teacher leaders. National
Association for Professional Development Schools. Atlantic City, NJ
Danley, A.; Tye, N.; Loman, K.; & Nickens, N. (2016). Revealing teacher dispositions:
clinical pathways v traditional pathways. Paper Presented at Professional
Development Schools National Conference. Orlando, FL.
Loman, K.; Danley, A.; Tye, N.; Nickens, N.; & DeVilbiss, M. (2016). High quality teacher
candidate retention and reflective counseling for students less likely to succeed.
Paper Presented at Professional Development Schools National Conference. Orlando,
FL.
Theiss, D. & Danley, A. (2014). Using walkthrough observation forms to evidence the
development of teacher candidate dispositions. Paper presented at National Association
of Professional Development Schools. Las Vegas, NV.
Symposium Presentations:
Atkins, C,; Danley, A. & Briggs, M. (2020). Developing culturally responsive educators.
Graduate Scholars Symposium (Virtual). University of Central Missouri
Non-Peer Reviewed Presentations
Danley, A. (2021). Teacher candidates reaching k-5 students through on air Lessons: A
partnership with KMOS-TV. Missouri Association of Colleges for Teacher Education
(MACTE)
Danley, A. & Snider, K. (2021). Preparing teacher candidates to be trauma informed. Teach it Forward. University of Central Missouri
