William Henk
William Henk, Ed.D.Marquette University

Schroeder Complex, 124

MilwaukeeWI53201United States of America
(414) 288-7376


College of Education


Degrees Held

  • Ed.D., West Virginia University, Morgantown, WV, 1982
  • M.A., Edinboro University of Pennsylvania, PA, 1976
  • B.S., Edinboro University of Pennsylvania, PA, 1975

Research Interests

  • Affective influences on literacy including reader and writer self-perceptions, motivation, and attitudes
  • Middle level literacy instruction and assessment
  • Neuropsychology and reading

Recent Publications and Presentations


Henk, W. A., & Maney, J. A. (September, 2013). Higher Education Working Together to Help Catholic Schools: The Greater Milwaukee Catholic Education Consortium. Catholic Education: A Journal of Inquiry and Practice: http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1779&context=ce

Henk, W. A., Melnick, S. A., & Marinak, B. A. (2012/13). Measuring the reader self-perceptions of adolescents: Introducing the RSPS2. Journal of Adolescent and Adult Literacy, 56(4), 311-320.

“Developing Deans’ Interpersonal/Negotiating Skills as Leaders, American Association of Colleges of Teacher Education, Orlando, FL, March 1, 2013. Paper Co-author, presentation made by S. Wepner, V. Clark Johnson, & S. Lovell.


Henk, W. A., McKenna, M. C., and Conradi, K. (2011). Developing affective Instrumentation. In Duke, N. K., & Mallette, M. H. (Eds.) Literacy research methods (2nd ed.). New York: Guilford Press.


“Collaborative and Innovative Ways to Support Private School Sustainability.” Panel Discussion at the Fifth Annual Private School Leadership Conference, US Department of Education, Washington, D. C., September 2009.


Henk, W. A. (2008). "Innovative models for Catholic school renewal: A reflection." In The Carnegie Conversation on Catholic Education. Alliance for Catholic Education, Press University of Notre Dame, South Bend, IN. 84-85. (With Mary Diez and Martin Scanlan)


"Deans United: Creating Local Synergy Between K-12 Urban Education and the Teacher Education Landscape." American Association of Colleges of Teacher Education, New York, February 2007 (Paper Co-Author with A. Thurman and L. Post).


Henk, W. A. (2006). "Responding to Revise and Resubmit invitations: Beating the odds for literacy publishing". In S. Wepner & L. Gambrell, Writing for literacy publications, Newark, DE: International Reading Association, 130-149.

Melnick, S. A., & Henk, W. A. (2006). "Researchers at the gate: Factors influencing districts’ right of entry decisions." Educational Administration Quarterly, 42(4), 652-661


"Communicating, Enhancing, and Documenting Best Practices in Reading and Writing Instruction through Literacy Observation Frameworks." Annual University of Wisconsin Reading Research Symposium, Madison, WI, June 18, 2005.

Mallette, M., Henk, W. A., Waggoner, J., & DeLaney, C. (2005). What matters most? A survey of accomplished middle level educators’ beliefs and values about literacy. Action in Teacher Education, 27(2) 33-42.

“Validation of a Reading Self-Perception Scale for Use in Secondary Grades.” American Educational Research Association, Montreal, April 2005 (Paper Co-Author with S. Melnick).


Henk, W. A., & Mallette, M. H. (2004). The influence of Accelerated Reader on the affective literacy orientations of students in intermediate grades. Journal of Literacy Research, 36 (1), 73-84.

Henk, W. A., & McKenna, M. C. (2004). Developing affective instrumentation for use in literacy research. In Duke, N. K., & Mallette, M. H. (Eds.) Literacy research methods. New York: Guilford Press, 197-226.

Miles, P. A., Stegle, K. W., Hubbs, K. G., Henk, W. A., & Mallette, M. H. (2004). A whole class support model for early literacy: The Anna Plan. The Reading Teacher, 58, 318–327.

"Creating Synergy Across Different Methods of Literacy Research." Annual Meeting of the American Educational Research Association, San Diego, CA, April 2004.