Castleton Schedule

Theresa Abodeeb-Gentile, EdD is an Associate Professor of Education and the Director of Integrated Elementary and Special Education and Graduate Elementary Education at the University of Hartford in West Hartford, Connecticut. With a career deeply rooted in both theory and practice, Dr. Abodeeb-Gentile brings nearly two decades of classroom experience to her work in higher education, having spent 18 years as an elementary teacher and literacy specialist before transitioning into teacher preparation and educational leadership.

As an educational consultant, Dr. Abodeeb-Gentile has partnered with schools and districts across the United States and internationally, supporting educators committed to strengthening literacy instruction and using data-informed practices to meet the needs of diverse learners. She has worked extensively and successfully with urban and underperforming schools, contributing to comprehensive school turnaround efforts that center equity, instructional coherence, and inclusive practices.

Dr. Abodeeb-Gentile is the co-author of Journey of Discovery: Building a Classroom Community through Diagnostic Reflective Portfolios, published by the International Reading Association. She is also the co-editor of Intersections of Diversity, Literacy, and Learner Difficulties: Conversations between Teachers, Students and Researchers, and the forthcoming volume Advocacy Pathways to Inclusive Education: Perspectives from the Global North and South, both published by Springer International.

In addition to her books, Dr. Abodeeb-Gentile has authored numerous peer-reviewed journal articles and book chapters and is a frequent presenter at national and international conferences, where her work engages educators, researchers, and policymakers alike. Her research and scholarly interests lie at the intersection of pedagogy, literacy, identity, and inclusive education, with a particular focus on advocacy-oriented practices that empower both teachers and learners.

Dr. Abodeeb-Gentile is passionate about transformative education and her work bridges research, practice, and lived experiences to challenge educators, administrators and policy makers to rethink literacy, inclusion, and equity while offering concrete pathways for transformative educational change.