Terry Husband, PhD
Dr. Terry Husband is a Professor of Early Childhood Literacy. Prior to coming to ISU, he spent 10 years as an early childhood teacher in Columbus City schools in Columbus Ohio. Currently, he teaches undergraduate courses related to cross-cultural approaches to teaching and learning, early childhood language arts, reading foundations, and early childhood literacy and assessment practices. In addition, he also teaches graduate courses related to theories of literacy instruction, assessment in K-12 settings, and student diversity in K-12 settings.
Dr. Husband is a very passionate and impactful teacher educator. He serves as the University Liaison for the early childhood Professional Development School (PDS) partnerships with District 87 and Unit 5. While serving in this role each year, Dr husband supervises and instructs a cohort of early childhood pre-service teachers while they are immersed in an extensive year-long clinical and student teaching experience.
As a scholar, Dr Husband has and continues to be deeply committed to issues of equity and justice in early childhood classrooms. His research interests concern: anti-racist education in early childhood classrooms, diverse representation in children’s literature, and literacy development in black boys in P to 5 classrooms. He is currently working on a project involving using diverse texts to raise disability awareness and promote advocacy in and among young childre.
Over the years, Dr. Husband has consulted with a number of universities, schools, and social service organizations. He has worked diligently to equip teacher educators, teachers, and other practitioners in developing the knowledge, skills, mindsets, and tools needed to respond to the social and academic needs, interests, and assets of diverse students in an equitable and effective manner. Furthermore, he is available to conduct professional development workshops related to the following topics: improving literacy outcomes in diverse student groups; culturally responsive literacy instruction; anti-racist education in early childhood contexts; and building mutually beneficial partnerships between schools and diverse families
Recent Scholarship
Husband, T., & Kang, G. (2020). Identifying promising literacy practices for Black males in P-12 classrooms: An integrative review. Journal of Language and Literacy Education, 16(1).
Kang, G., & Husband, T. (2020).”We the Afro Club”: Relationship capital established between a white male teacher & a cadre of Black boys in literacy. Multicultural Education, 27(3/4), 8-16.