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Faculty

Amy Price Azano

Assistant Professor

Ph.D.


Dr. Amy Price Azano is an Assistant Professor of Adolescent Literacy in the School of Education. Her scholarship focuses on rural literacies, place-based pedagogy, and the literacy needs of special populations. She is the co-Principal Investigator of Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools, a five-year, 1.9 million dollar U.S. Department of Education grantdesigned to support gifted education programs in high-poverty rural communities.


Dr. Azano has several book chapters, a newly released curriculum series with Prufrock Press, and regularly publishes in national and international peer-reviewed journals, such as AERA Open, Journal of Adolescent & Adult Literacy, Journal of Research in Rural Education, Journal of Advanced Academics, English Education, and American Educational Research Journal. Dr. Azano is also an affiliate faculty with the Virginia Tech Center for Autism Research, serves on the steering committee, leads the education research core, and founded and coordinates “SAFE: Supporting Autism Friendly Environments,” a community outreach program designed to support community inclusion and access for individuals with autism. As part of this work, she was recently awarded a 2016 SEED Award for Research Development and gave a TEDxVirginiaTech talk on issues related to autism in rural communities. Dr. Azano has also received a research grant and teaching award from Virginia Tech, was recognized as Scholar of the Week, and received two curriculum awards (with colleagues) from the National Association for Gifted Children.


In addition to research and teaching, Dr. Azano is active in professional activities, serves on the editorial board for the Journal of Research in Rural Education, was the guest co-editor for a rural themed issue of the Journal of Advanced Academics, presents at national and international conferences, and has given invited keynotes nationally and abroad. She also does extensive community service, professional development, and advocacy work in the field of autism. She received her Ph.D. in English Education from the University of Virginia. Prior to becoming a teacher educator, Dr. Azano taught high school English and creative writing in Virginia public schools. Her previous academic appointment was at the University of Virginia’s National Research Center on the Gifted and Talented where she worked as a research scientist and project manager on two federally funded grants.

Education

Ph.D. English Education, University of Virginia

M.S. Education, Old Dominion University

B.A.  English, Louisiana State University

EDCI 5264 Comprehension and Content Area Reading

EDCI 5444 Teaching Adolescent Readers

EDCI 6506 Reading Research Seminar

Dr. Azano's scholarship addresses the intersection of literacy and rurality by investigating how place influences the experiences of rural youth. Informed by the work of literacy theorist Paulo Freire, she studies how a critical pedagogy of place engages students across disciplines and to what extent that engagement influences achievement. She also explores how rurality influences the literacy and schooling experiences for special populations (i.e., gifted youth, students with autism, twice-exceptional students).

PUBLICATIONS

Azano, A. P., Tackett, M. E., & Sigmon, M. L. (2017). Understanding the puzzle behind the pictures: A content analysis of children’s picture books about autism. AERA Open, 3(2), 1-12.

Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16.

Biddle, C., & Azano, A. P. (2016). Constructing and reconstructing the “rural school problem”: A century of rurality and rural education research. Review of Research in Education, 40, 298-325.

Azano, A. P., & Stewart, T. T. (2016). Confronting challenges at the intersection of rurality, place, and teacher preparation: Improving efforts in teacher education to staff rural schools with qualified teachers. Global Education Review, 3(1), 108-128.

Missett, T. C., Azano, A. P., Callahan, C. M., & Landrum, K. (2016, in press). The influence of teacher expectations about a twice-exceptional student on the use of a structured, model-based gifted curriculum: A case study approach. Exceptionality.

Sigmon, M. L., Tackett, M. E., & Azano, A. P. (2016, in press). Using children’s picture books about autism in an inclusive classroom. The Reading Teacher.

Azano, A. P. (2015). Addressing the rural context in literacies research: A call to action. Journal of Adolescent & Adult Literacy, 59(3), 267-269.

Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing preservice teachers for success in rural schools. Journal of Research in Rural Education, (30)9, 1-12.

Azano, A. P., & Ruday, S. (2015). Putting the power of place into grammar instruction. Assembly for the Teaching of English Grammar Journal, 24(1), 1-10.

Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting effects of an integrated curricular model. American Educational Research Journal, 52, 137-167.

Azano, A. P. (2014) Rural: The other neglected 'R': Making space for place in school libraries. Knowledge Quest, 43(1), 60-65.

Azano, A. P. (2014). Motives, methods or quality?: Making sense of Howley, Howley and Yahn. Journal of Research in Rural Education, 29(11).

Azano, A. P., Callahan, C. M., Missett, T. C., & Brunner, M. (2014). Understanding the experiences of gifted education teachers and fidelity of implementation in rural schools. Journal of Advanced Academics, 25(2), 87-99.

Ruday, S., & Azano, A. P. (2014). “You have no idea where I’m from:” Community, culture, and critical literacy in an intensive writing course. Journal of Teaching Writing, 29(1).

Missett, T. C., Brunner, M. M., Callahan, C. M., Moon, T., and Azano, A. P. (2014). Exploring teacher beliefs and use of acceleration, ability grouping, and formative assessment. Journal for the Education of the Gifted, 37(3), 245-268.

Meth, J. M., & Azano, A. P. (2012). Negotiating the rub between cultures: Teacher talk and sustained shifts in practice. English Education, 44, 354-374.

Hailey, E., Callahan, C. M., Azano, A. P., & Moon, T. R. (2012). An evaluation of test speededness in an assessment for third-grade gifted students. Journal of Advanced Academics, 23, 292-304.

Azano, A. P. (2011). The possibility of place: One teacher’s use of place-based instruction for English students in a rural high school.Journal of Research in Rural Education, 26(10).

Azano, A. P., & Tuckwiller, E. D. (2011). GPS for the English classroom: Understanding executive dysfunction in students with autism. TEACHING Exceptional Children, 43(6), 38-43.

Azano, A. P., Missett, T. C., Callahan, C. M., Oh, S., Brunner, M., Foster, L., & Moon, T. R. (2011). Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods study. Journal of Advanced Academics, 22, 693-719.

Azano, A. P., & Dinkins, E. (2009). Engaging student writers through the body and mind. Journal of the Virginia Writing Project, George Mason University, Fairfax, VA.

Books and Book Chapters

Azano, A. P., Tackett, M. E., Missett, T. C., & Callahan, C. M. (2017, in press). The CLEAR curriculum model. In C. Callahan & H. Hertberg-Davis (Eds). Fundamentals of gifted education (2nd ed.) New York: Routledge. 

Azano, A. P. (2014). Gifted rural students. In J. Plucker & C. Callahan (Eds). Critical issues in gifted education: What the research says (2nd ed.) (pp. 297-304). Waco, TX: Prufrock Press.

Azano, A. P. (2013). The CLEAR curriculum model. In C. Callahan & H. Hertberg-Davis (Eds). Fundamentals of gifted education (pp. 301-314). New York: Routledge. 

Curriculum Series

Callahan, C. M., Missett, T. C., Azano, A. P., Caughey, M., Brodersen, A., & Tackett, M. (2017). Fiction and non-fiction: Language arts units for gifted students in grade 4. Waco, TX: Prufrock Press.

Azano, A. P., Missett, T. C., & Callahan, C. M. (2015). Poetry and fairy tales: Language arts units for gifted students in grade 3. Waco, TX: Prufrock Press.

Missett, T. C., Azano, A. P., & Callahan, C. M. (2015). Research and rhetoric: Language arts units for gifted students in grade 5. Waco, TX: Prufrock Press.

Digital Scholarship

Azano, A. P. (2014, April). Dear teachers: Thank you for sharing our “autism life.” SmartBlog on Education.

Azano, A. P. (2014, March). Digital demands in rural schools: #InstitutionalPlacism. SmartBlog on Education.

Azano, A. P. (2014, February). Glocalized learning: Think local then global. SmartBlog on Education.

Azano, A. P. (2014, January). The Hunger Games: Catching fire in rural schools. SmartBlog on Education.

    Dr.Azano