Carianne Bernadowski, Ph.D.
University Professor of Education (Education)
Coordinator, Peirce Center and Reading Specialist Program (School of Health Professions)
412-397-5463 phone (M)
412-397-6044 fax
Patrick Henry 311

Educational Background

  • Ph.D., Literacy, University of Pittsburgh, 2005
  • Master of Education, Reading specialist/Master of education in literacy, Slippery Rock University, 1996
  • Bachelor of Arts, Journalism and Communications/Secondary Education, Point Park College, 1994

Professional Background

  • K-8 Language Arts/Reading teacher, Reading Specialist, Literacy Coach, Assistant Professor

Area of Expertise/Research

  • qualitative research,RTII, learning differences, peer coaching, teacher training
  • content area reading, early literacy, interventions for struggling readers, teachers' self-efficacy.


  • Bernadowski, C. (2023). A qualitative investigation of academic, social, and emotional needs of graduate students post Covid-19: Recommendations for graduate faculty. Innovare Journal of Education, 11(3), 1-4. 
  • Bernadowski, C., & Hisle, N. (2023). School personnel perceptions of working conditions during a pandemic: A mixed methods study. Journal of Education and Learning (EduLearn), 17(1), 158-164.
  • Bernadowski, C. (2021)-Editor. Strategies and Methods for Implementing Trauma-Informed Pedagogy. IGI Global. 
  • Parker, S.W., Hansen, M.A., & Bernadowski, C. (2021). COVID-19 campus closures in the United States: American student perceptions of forced transition to remote learning. Social Sciences, 10(62), 1-18.
  • Bernadowski, C. (2020). Reciprocal peer coaching: An instrumental case study of the jouney of a three-year doctoral cohort. Advances in Social Science Research Journal, 7(2), 208-215.
  • Beasley, K. T., & Bernadowski, C. (2019). An examination of reading specialist candidates' knowledge and self-efficacy in
    behavior and classroom management: An instrumental case study, Education Sciences, 9(76), 1-9.
  • Bernadowski, C. (2019). "Omg It's not a big deal:" Generation Z's perceptions of academic integrity and cheating in the 21st century: A phenomenological study. Advances in Social Sciences Research Journal, 6(8), 6-12. 
  • Del Greco, R., Bernadowski, C., & Parker, S.W. (2018). Using illustrations to depict preservice science teachers' self- efficacy: A case study. International Journal of Instruction, April. 
  • Bernadowski, C. (2017). Alternative to team sports: The effects of parkour on children, adolescents and young adult: A case study. International Journal of Physical Education, 54(4), 31-40.
  • Bernadowski, C. (2017). From novice to expert: The preceived self-efficacy of teachers implementing Orton-Gillingham with children with dyslexia-A case study. iManager's Journal on English Teaching, 7(2), 51-58.
  • Marteney, T., & Bernadowski, C. (2016). Teachers' perceptions of the benefits of online instruction for students with special educational needs. British Journal of Special Education, 43(2), 178-194.
  • Bernadowski, C. (2016). A case study examination of emotional competence in a tween male. International Forum, 19(1), 5-17.
  • Bernadowski, C. (2016). I can't evn get why she would make me rite in her class. Middle School Journal, 47(4), 3-14.
  • Rudd, D., & Bernadowski, C. (2015). An investigation of a computer training company's migration to a new distance learning platform and implementation of an online professional development program, International Journal of Distance Education, 13(4), 80-97.
  • Dubis, S., & Bernadowski, C. (2014). Communicating with parents of children with special needs in Saudi Arabia:
    Parents' and teachers' perceptions of using email for regular and ongoing communication. British Journal of 
    Special Education.
     DOI: 10.1111/1467-8578.12061
  • Bernadowski, C., Perry, R., Del Greco, R., & Parker, S. (2014). START:  A Framework for service learning implementation for preservice teachers, Journal of Education and Training, 1(2), 262-275.

  • Bernadowski, C. (2014). Improving the reading attitudes of college students:

    Using literature discussion groups to learn about content reading, imanager’s Journal on English Teaching, 3(3), 16-24.

  • Bernadowski, C. (2014). Improving the reading attitudes of college students: Using literature discussion groups to learn about content reading. Journal on English and Teaching, 3(3), 16-24.
  • Bernadowski, C., & Aspinall, J. (2014). An evaluation of peer review in US graduate research courses. International Forum, 17(2), 44-57.
  • Bernadowski, C., Del Greco, R., & Perry, R. (2013). Improving perservice teachers' self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2), 67-86.
  • Bernadowski, C., Del. Greco, R., & Kolencik, K. (2012). Beyond the textbook: Using tradebooks and databases to teach our nation’s history (Grades 7-12). ABC-CLIO.

  • Bernadowski, C. (2011, October). Literature circles and historical fiction? Middle Ground.
  • Bernadowski, C. (2011). Literacy skills for adolescents: What every content teacher needs to know about literacy, Middle Level Insider (May 2011)

  • Bernadowski, C., & Morgano, K. (2011). Teaching historical fiction with ready-made literature circles for secondary readers. Libraries Unlimited: ABC-CLIO.

  • Bernadowski, C. & Kolencik, P. (2009). Research-based reading strategies in the library for adolescent learners. Libraries Unlimited: ABC-CLIO.

  • Bernadowski, C. (2009). Thinking aloud: A metacognitive approach to training college students in preparation for elementary classrooms, PA Reads

  • Bernadowski, C. (2009). Using the Coretta Scott King Award winners to teach literacy skills to adolescents. Libraries Unlimited: ABC-CLIO.

  • Bernadowski, C (2009). Teaching literacy skills to preschoolers without spending a bundle. Reading Today, 26(3), 40.

  • Bernadowski, C. (2009). Using questioning the author to improve middle school students’ engagement with text. The Reading Professor,31(2), 35-42.

  • Benadowski, C. (2008). Teaching with Books that Heal. Library Media Connection, 26(4), 28-30.
  • Bernadowski, C. (2008). Aren’t we all teachers of literacy? Library Media Connection 27 (2), 28-29.

  • Kolencik, P., & Benadowski, C. (2007). Teaching with books that heal: Using authentic literature to teach reading and writing strategies, Linworth Publishing.

  • Bernadowski, C. (2007). Book Clubs at Work. Library Media Connection, 26(3), p. 32- 33.

  • Bernadowski, C. (2006). Math and Metacognition: Using think alouds in a math classroom, PA Reads (229, Volume VII, Number 1)

  • Capalongo-Bernadowski, C. (2003). Adventures in mentoring, Teaching K-8, 34(1).