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Carolyn Obel-Omia

(401) 456-8016

Academic Background

Ed.D. 1997
Harvard University Graduate School of Education
Language and Literacy

M.A. 1998
Middlebury College
English Literature

Ed.M. 1994
Harvard University Graduate School of Education

Ed.M. 1990
George Washington University
Elementary Education

BA 1986
Brown University

Courses Taught

ELED 300 Concepts of Teaching

ELED 524 Developmental Reading II

Professional Experience

Academy in Manayunk, Philadelphia, PA, 2009-2010
Writing and English Teacher to middle and high school students with language based learning differences.

Ursuline College, Pepper Pike, OH, 2008-2009
Adjunct professor to graduate level students in Reading and Action Research courses.

Neighborhood House Charter School, Dorchester, MA 1999-2005
Writing specialist and resource for classroom teachers in grades K-8. Taught creative writing class to middle school students.

Neighborhood House Charter School, Dorchester, MA 1997-1999
Third grade classroom teacher.

Harvard Educational Review, Cambridge, MA, 1994-1996
Board member and Manuscript Editor. Oversaw receipt of articles to the journal, participated in process of selecting of articles for publication, and communicated with author regarding status of articles.

Nottingham Elementary School, Arlington, VA, 1990-1992
Fourth grade classroom teacher, school science coordinator.

Capitol Hill Day School, Washington, DC, 1987-1990
Third grade classroom teacher.

Research Interests

Reading and writing development

Instructional contexts for teaching writing


Obel-Omia, C. with Bernard, A., Nissenson, K. and Shirley-Davidson, S. (2001) Measuring success one student at a time: Effective practices to set goals and assess progress with your students. Dorchester, MA: Project for School Innovation.

Obel-Omia, C., Editor, (1997) Class Acts: Teachers Reflect on their own classroom practice. Cambridge, MA: Harvard Educational Review.

Obel-Omia (1997) Claiming genre: The development of fictional narrative and report writing in third and fourth grades. Doctoral Dissertation: Harvard Graduate School of Education.

Daiute, C., Campbell, C.H., Cooper, C.R. (1994) Written narrative as a mode of meaning and learning. Paper presented at the American Educational Research Association Meeting, New Orleans, Louisiana.

Daiute, C., Campbell, C.H., Cooper, C.R., Griffin, T.M., Reddy, M., Tivnan, T. (1993). Young author’s interactions with peers and a teacher: Toward a developmentally sensitive sociocultural theory. In C. Daiute (Ed.) The development of literacy through social interaction. San Francisco, CA: Jossey-Bass Publisher. ​​

Page last updated: January 06, 2020