Dr. Aiello is a postdoctoral scholar for the Teachers as Learners Project. He received his PhD in Literacy, Language, and English Education from Stanford’s Graduate School of Education. His research focuses on text discussions in English language arts classrooms, particularly the affordances and challenges of conducting these discussions in dialogic and inclusive ways. Liam is a former fifth grade teacher, and more recently has taught education courses at Mills College and provided professional development through Stanford’s Center to Support Excellence in Teaching.
PhD Curriculum Studies and Teacher Education, Stanford University
BA Psychology and Elementary Education, Middlebury College
Aukerman, M., Chambers-Schuldt, L., Aiello, L., & Martin, P. (2017) What meaning making means among us: The intercomprehending of emergent bilinguals in small-group text discussions. Harvard Educational Review, 87(4), 482-511.
2019 “I Feel Like You’re Just Summarizing Badly What We’re Saying”: Student Skepticism of Teacher Revoicing in Dialogically-Organized Text Discussions, Literacy Research Association, Tampa, FL, December 4-7.
2017 Dialogic Engagement as Critical Literacy with Adolescent Readers, National Council of Teachers of English Assembly for Research, San Francisco, CA, February 10-12.
2016 Productive for Whom? English Teachers’ Sensemaking Surrounding Productive Classroom Talk, Literacy Research Association, Nashville, TN, November 30-December 3.
2015 “All I Can Do Is Quiz Them”: The Disconnect Between One Teacher’s Literacy Instruction in “Honors” and “Regular” Classes, w/ Sarah Levine, Literacy Research Association, Carlsbad, CA, December 2-5.
2015 Developing District Instructional Leadership Capacity: Creating the Conditions for Learning to Lead Instructional Improvement, w/ Ann Jaquith, National Center on Scaling Up Effective Schools National Conference, Nashville, TN, October 8-9.
2013 The Collective and Contingent Nature of Idea Building in Dialogically-Organized Discussions, w/ Maren Aukerman, Literacy Research Association, Dallas, TX, December 4-7.
2013 Pathways of Sense-Making in Second-Grade ELL Text Discussions, w/ Maren Aukerman, American Educational Research Association, San Francisco, CA, April 27-May 1.
Adolescent Learners and Literacies Across Content Areas
Sociopolitical Foundations of Education
Stanford’s Center to Support Excellence in Teaching
English Language Arts Instructional Coach
Hollyhock Institute English Language Arts Instructor
Letovo School of Moscow Russian Literature and Language Instructor
Stanford’s Graduate School of Education
Supporting Students with Special Needs
Centrality of Literacies in Teaching and Learning
Becoming Literate in Schools
Culture, Learning, and Poverty
Introduction to Teaching and Learning for Undergraduates
Convent of the Sacred Heart Elementary
5th Grade Humanities Teacher
San Francisco Day School
5th Grade Teacher