About CSET

Our Team - Faculty

photo of Sarah R Levine

Sarah Levine

Assistant Professor

Northwestern University, PhD in Learning Sciences
University of Chicago, Master of Arts in Teaching of English
Cornell University, Bachelor of Arts in American Studies



Graduate School of Education, Room 534

Dr. Sarah Levine's research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. She is also interested in ways that digital media – specifically radio production – can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, Sarah taught secondary English at a Chicago public school for ten years. While there, she founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for struggling students, and to build bridges between school and the world outside.

Dr. Levine's primary goal as an academic is to help shape the teaching and learning of secondary English teachers and contribute to research that will help students — especially those in urban and under-resourced schools — become independent readers and writers.

CSET Publications

Levine, S. (2019). A Century of Change in High School English Assessments. Research in the Teaching of English54(1), 31-57.

Levine, S., Hall, A. H., Goldman, S. R., & Lee, C. D. (2018). A design architecture for engaging middle and high school students in epistemic practices of literary interpretation (pp. 105-132). Lanham, MD: Lexington Book

Levine, S. (2017). Ask a reductive question, get a reductive answer: Reframing thematic interpretation to support students’ literary reading. Journal of the Learning Sciences.

Levine, S., Hauser, M., & Smith, M. W. (2022). Authority and authenticity in teachers’ questions about literature in three contexts. English Teaching: Practice & Critique21(2), 192-208.

Beck, S. W., & Levine, S. R. (2023). Backtalk: ChatGPT: A powerful technology tool for writing instruction. Phi Delta Kappan105(1), 66-67.

McCarthy, K. S., Magliano, J. P., Levine, S. R., Elfenbein, A., & Horton, W. S. (2021). Constructing Mental Models in Literary Reading: The Role of Interpretive Inferences. Handbook of Empirical Literary Studies, 85.

Levine, S., Mah, C. (2023). Funds of Feeling: a Feeling-Based approach to Literary Interpretation. English Journal, vol. 112, no. 6, pp 63-71. 

Rainey, E. C., & Levine, S. (2022). Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education. English Teaching: Practice & Critique21(1), 1.

Stovall, J. L., Pimentel, D. R., Carlson, J., & Levine, S. R. (2023). High school mathematics teachers' noticing of inequitable talk. Journal of Mathematics Teacher Education, 1-28.

Levine, S., Trepper, K., Chung, R. H., & Coelho, R. (2021). How feeling supports students’ interpretive discussions about literature. Journal of Literacy Research53(4), 491-515.

Levine, S., Hsieh, H., Southerton, E., & Silverman, R. (2022). How high school students used speech-to-text as a composition tool. Computers and Composition68, 102775.

Levine, S., & Sigvardsson, A. (2023). Insights into Teachers' Funds of Knowledge: Comparing language arts teachers’ stances toward the same poems in everyday and school settingstexts. L1-Educational Studies in Language and Literature23(2), 1-27.

Levine, S., Keifert, D., Marin, A., & Enyedy, N. (2020). Hybrid argumentation in literature and science for K–12 classrooms. In Handbook of the cultural foundations of learning (pp. 141-159). Routledge.

Trepper, K., Levine, S., Lomelí, K., & Garcia, A. (2023). One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education. Teaching and Teacher Education129, 104144.

Levine, S. (2022). Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry. Cognition and Instruction40(4), 540-562.

Levine, S., & Trepper, K. (2019). Theory, design, and teacher experience in a literature-focused professional development. L1-Educational Studies in Language and Literature, 1-41.

Levine, S. (2019). Using everyday language to support students in constructing thematic interpretations. Journal of the Learning Sciences28(1), 1-31.

Levine, S., Moore, D. P., Bene, E., & Smith, M. W. (2023). What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature. Reading Research Quarterly58(1), 5-24.

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