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Danielle Hilaski, Ph.D.

Danielle Hilaski
Title: Assistant Professor
Forsyth PDC Facilitator
Phone: 706-864-1533

Office: Room 264, Cumming
Areas of Expertise: Reading & Writing Instruction, Struggling Readers, Teacher Professional Development, Culturally Responsive Instruction

Courses Taught

READ 3005: Teaching of Reading and Writing
READ 3007: Assessing Literacy in Early Childhood Education
READ 3090: Children's Literature and Language Arts
ECSP 3010: Strategies for Supporting Children and Families in Diverse Communities


  • Ph.D., Language and Literacy, Georgia State University, 2015
  • M.A., Reading, Writing, & Literacy, University of Pennsylvania, 2002
  • B.S., Elementary and Early Childhood Education, Elizabethtown College, 2001

Research/Special Interests

Culturally responsive teaching practices, teacher professional development, and innovative approaches in teacher education.


Hilaski, D. (2018).  Addressing the mismatch through culturally responsive literacy instruction. Journal of Early Childhood Literacy, 1-29.

Maxwell, N., Hilaski, D., & Whelan-Kim, K. (in press). Enhancing teacher education through field-based literacy laboratories. The Reading Professor.

Flint, A., Anderson, N., Allen, E., Campbell, T.M., Fraser, A., Hilaski, D., James, L., Rodriguez, S., & Thornton, N. (2011). When policies collide with conviction. The Language Arts Journal of Michigan, 26 (1), 13 – 17.

Flint, A.S., Allen, E., Campbell, T., Fraser, A., Hilaski, D., James, L., Rodriguez, S., & Thornton, N. (2013). More than graphs and scripted programs: Teachers navigating the educational policy terrain. In P.L. Thomas, Becoming and being a teacher: Confronting traditional norms to create new democratic realities.  New York, NY: Peter Lang

Work Experience

Danielle worked in elementary education for ten years teaching first grade, third grade, English as a Second Language, Early Intervention, Comprehensive Intervention Model, and Reading Recovery and supporting teachers as an instructional coach.

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