Brian Kissel

Brian Kissel
Associate Professor & Reading Strand Doctoral Coordinator
COED 373

Dr. Brian Kissel is an Associate Professor of Reading and Elementary Education at the University of North Carolina at Charlotte.  An educator for over 20 years, Dr. Kissel is a former elementary school teacher and literacy coach.  At UNCC he teaches undergraduate courses in Language Arts, graduate courses in K-12 Writing Instruction and Multiliteracies, and doctoral courses in Publication in the Professoriate.  Dr. Kissel's special areas of research interest include early childhood writing development, the instructional practice of Writer's Workshop, digital literacies, and professional development.  As an ethnographer, Dr. Kissel spent 1-2 years researching classroom cultures of young students to discover how they develop as writers. His research work is featured in various research and practitioner-oriented journals.  He is the author of four books including: The Literacy Coach's Companion, Perspectives and Provocations in Early Childhood, What's New in Literacy Teaching and When Writers Drive the Workshop.

Research Interests: 

Writer's Workshop
Early childhood writing development
Digital writing
Professional development in literacy instruction


Ph.D. University of Virginia, 2006, Elementary Education with Focus on Literacy
M.Ed. University of North Florida, 2002, Educational Leadership
B.S. Loyola University-New Orleans, 1997, Elementary Education


Language Arts for the Elementary School Learner
K-12 Writing Development and Instruction
Multiliteracies in a Global World
Seminar in Professional Writing

Community Involvement: 

Facilitator, Writing Workshop Institute, Various Charlotte Mecklenburg and Cabarrus County schools
Presenter, Read, Write, Inspire Presenter, Charlotte Mecklenburg Schools
Organizer, 2015 UNCC/CMS Reading Conference
Member, Charlotte-Mecklenburg Balanced Literacy Leadership Team, Charlotte, NC 2014-2016
Board Member, Community School of Davidson, Davidson, NC 2011-present
Lead Researcher, Writing Across the Grades Teacher Research Project, Community School of Davidson, 2008-present.

Awards & Honors: 

College of Education Excellence in Teaching Award, 2016
College of Education Excellence in Research Award, 2012

Selected Publications: 

Kissel, B. (2017). When writers drive the workshop: Honoring the young voices and bold choices of 
K-5 writers. Portland, ME: Stenhouse. 

Wood, K., Paratore, J.,  Kissel, B.  & McCormack, R. (2017). What's new in literacy teaching? Weaving 
together time-honored practices with new research. New York, NY: Teachers College Press.

Wood, K., Paratore, J.,  Kissel, B.  & McCormack, R. (2015). What's new in literacy teaching? Weaving 
together time-honored practices with new research. Newark, DE: International Literacy Association. 

Felderman, C., Kissel, B., & Turner-Nash, K. (2015). Perspectives and provocations in early childhood 
education. (Eds.) 3rd ed., Charlotte, NC: Information Age Publications.

Martin, C., Polly, D., & Kissel, B. (2016). Exploring the impact of written reflections on learning in the 
elementary mathematics classroom. Journal of Educational Research, 9(1), 1-16.

Wood, K., Kissel, B., & Miller, E. (2016). Using literature to create safe zones in middle school classrooms.  
Voices from the Middle, 23(4), 46-53.

Stover, K., Kissel, B., Wood, K., Putman, M. (2015). Examining teachers’ use of VoiceThread in an 
elementary, middle school, and high school classroom: Perceptions, benefits, and barriers.  Literacy Research and Instruction, 54(4), 341-362. 

Kissel, B. & Miller, E. (2015). Reclaiming power in the writer’s workshop: Defending curricula, countering 
narratives, and changing identities in pre-kindergarten classrooms. The Reading Teacher, 69(1), 77-86.

Kissel, B., Miller, E., & Hansen, J. (2013). What’s new about Writers’ Workshop: Using retro ideas to re-
envision student led agendas. In K. Wood, J. Paratore, B. Kissel, and R. McCormack (Eds.) What’s new in literacy teaching? IRA E-ssentials series. Newark, DE: International Reading Association. 

Pilonieta, P., Shue, P., & Kissel, B. (2014). Reading books, writing books: Reading and writing come together 
in a dual language pre-k classroom. Young Children, 69(3), 14-21. 
Wood, K., Stover, K., & Kissel, B. (2013). Using digital VoiceThreads to promote 21st Century learning. 
Middle School Journal, 44(4), 58-64.

Kissel, B., Hansen, J., Conti, H., Lawrence, J. (2011).  The influential interactions of pre-kindergarten writers.  
Journal of Early Childhood Literacy, 11(4) 425–452.

Algozzine, R.,  Babb, J.,  Algozzine, K., Mraz, M., Kissel, B., Spano, S. & Foxworth, K. (2011). Classroom 
effects of an early childhood educator professional development partnership. NHSA Dialog: Research to Practice, 14(4), 246-262.

Mraz, M., Kissel, B., Algozzine, R. (2011). A collaborative professional development initiative supporting 
early literacy coaches. NHSA Dialog: Research to Practice, 14(3), 174-184.
Kissel, B., Mraz, M., Algozzine, R., Stover, K. (2011).  Early literacy coaches’ role perceptions and 
recommendations for change.  Journal of Research in Childhood Education, 25(3), 288-303.
Stover, K., Kissel, B., Haag, K., Shoniker, R. (2011). Differentiated coaching: Fostering reflection with 
teachers.  The Reading Teacher, 64(7), 498-509.
Kissel, B., Hathaway, J., & Wood, K. (2011). Side trip: Digital storytelling. Voices from the Middle, 18(3), 23.  
Kissel, B. (2011). “That ain’t no ninja turtles:” The prevalence and influence of popular culture in the talk and 
writing of pre-kindergarten children.  NHSA Dialog: A Research-to-Practice Journal for the Early 
Intervention Field, 14(1), 16-36.

Hansen, J. & Kissel, B. (2010).  K-12 students as writers: Research to practice. D. Lapp & D. Fisher (Eds.), The 
handbook of research on teaching the English language arts, 3rd Ed. (pp. 271-277). New York: Routledge.
Kissel, B. (2009). Beyond the page: Peers influence pre-kindergarten writing through talk, image, and a 
movement. Childhood Education, 85(3), 160-166.

Kissel, B. (2008). Apples on train tracks: Observing young children re-envision their writing. Young 
Children,63(2), 26-33.