Susan Foster
Assistant Professor
Phone: (618) 650‑3464
Office: 1124 Founders Hall
About Dr. Foster
Susan Foster Ph.D., is an Assistant Professor of Elementary Education in the School of Education, Health, and Human Behavior at Southern Illinois University Edwardsville. Dr. Foster joined SIUE in 2019 after obtaining her Ph.D. in Curriculum and Instruction from Southern Illinois University Carbondale. Dr. Foster teaches courses in literacy, differentiated instruction, and second language acquisition and learning. Before coming to SIUE, Dr. Foster supervised the America Reads Challenge literacy program at SIUC, and taught elementary and middle school in Springfield, Illinois.
Research Profile
Dr. Foster’s recent research revolves around federal literacy policy and the history of educational policy making. Dr. Foster also studies the process of preparing teacher candidates to be culturally responsive and differentiate for the needs of diverse learners.
Education:
- Ph.D., 2020, Southern Illinois University Carbondale
- English Language Learners Endorsement, 2012, Western Illinois University
- Master of Education, 2002, Loyola University Chicago
- Bachelor of Business Administration, 1996, Loyola University Chicago
Specialization: Language, Literacies and Culture, Literacy Policy, English Learners
Publications:
Foster, S. M. & Martin, B. M. (Winter, 2024-2025). Infusing Illinois Educator Preparation for the Education of Multilingual Learners. Illinois Reading Council Journal, 53(1), 22-41. https://doi.org/10.33600/IRCJ.53.1.2024-2025.##
Foster, S. M., Martin, B. M. & Johnson, B. W. (2025). Preparing Culturally Informed Educators: Theory, Exposure, and Intention. Critical Issues in Teacher Education.
Foster, S. M. (2024). The Policymaking Process: A Path Toward Collaboration in Reading Education. Planning and Changing, 51(3/4), 75-102.
Martin, B. & Foster, S. (in press). Preparing Culturally Responsive Educators: Examining Complexities in Practice. Rowman & Littlefield.
Foster, Susan M. and Johnson, Brian Walker (2023) "Teaching the New Deal: 1932-1941 – Review and Analysis," The Councilor: A National Journal of the Social Studies: Vol. 86: No. 2, Article 1. Available at: https://thekeep.eiu.edu/the_councilor/vol86/iss2/1.
Foster, S. (2023). Progress and Potential in Every Student Succeeds (ESSA) Act: Comprehensive Literacy Policy. Illinois Reading Council Journal, 51(4), 3-21. https://doi.org/10.33600/IRCJ.51.4.2023.3
Presentations:
Foster, S. M. & Martin, B. M. (March 2025). Preparing Culturally Informed Educators: Examining Complexities in Practice. Presenting at the 2025 Association of Teacher Educators Annual Conference.
Foster, S. & Martin, B. (March 2025). Infusing Educator Preparation Programs for the Education of English Learners: The Literacy Curriculum and Culturally Responsive Teaching and Learning Standards. Presenting at the Illinois Reading Council 2025 Conference.
Martin, B. & Foster, S. (May 2024) Culturally Responsive Teaching: Planning for English Learners in the Elementary Classroom. Presenting at the 20th International Congress of Qualitative Inquiry.
Foster, S., Martin, B., Johnson, B. W., Marlette, S. (May 2024) A Framework for Culturally Sustaining Instructional Practices: Sociocultural Theory, Opportunity to Learn Theory and the Cultural-Historical Approach. Presenting at the 20th International Congress of Qualitative Inquiry.
Foster, S. (April 2024) Future Directions in the Reading Education Policymaking Process: Implementation, Outcomes, and Dynamics. Presenting at the Illinois Reading Council 2024 Conference.
Foster, S. (May 2023). Covid and the Reading Wars Revival. Presenting at the 19th International Congress of Qualitative Inquiry.
Foster, S. & Kennedy, K. (May 2023). The Illusory Average Student: Dispelling the Myth through Accommodating Newcomers. Presenting at the 19th International Congress of Qualitative Inquiry.
Martin, B. & Foster, S. (May 2023) Preparing Culturally Responsive Educators: Examining Complexities in Practice. Presenting at the 19th International Congress of Qualitative Inquiry.
Foster, S., Martin, B., Johnson, B. W. & Marlette, S. (October 2022) Preparing Rural Teacher Candidates for Urban Environments: Principles, Partnerships, and Praxis. Presenting at the 2022 National Forum to Advance Rural Education.
Foster, S. & Johnson, B. W. (May 2022) Forging Meaningful Clinical Experiences in Literacy Instruction: Planning, Partnerships, and Processing. Presented at the 18th International Congress of Qualitative Inquiry.
Foster, S. (May 2022) Students from Nondominant Language Backgrounds: Preparing Teacher Candidates for Asset Identification and Sociolinguistic Awareness. Presented at the 18th International Congress of Qualitative Inquiry.
Foster, S. (February 2022) A historiography of literacy policy: Analyzing ideological positionings in Race to the Top Fund and Every Student Succeeds Act. Presenting at the 2022 Association of Teacher Educators Annual Conference – Emerging Scholars Series
Foster, S. & Martin, B. (February 2022) Tapping into Students’ “Assets”: How One Teacher Preparation Program Addresses Inexposure, Disinterest, and Resistance. Presenting at the 2022 Association of Teacher Educators Annual Conference.
Foster, S., Mayberry-Nash, J. & Miller, G. (November 2021) “Wicked Problems” in Agricultural and Social Science Education: Place-Based Education, Community Engagement and Relevancy for Rural Learning. Presenting at the 2021 National Forum to Advance Rural Education.
Foster, S. & Bushrow, K. (February 2021) Learning How to Differentiate Instruction: Research, Community Connections, and Classroom Practice. Presented at the 2021 Association of Teacher Educators Annual Conference.
Foster, S., Martin, B., & Jafari, S. (May 2021) Preparing Culturally Responsive Teacher Candidates for English Learners. Presenting at the 2021 International Congress of Qualitative Inquiry.
