VITA
Nell K. Duke
Nell K. Duke is an assistant professor of teacher education and learning, technology, and culture at Michigan State University, and a principal investigator with the Center for the Improvement of Early Reading Achievement (CIERA). Duke’s work focuses on early literacy development, particularly among children living in urban poverty. Her specific areas of expertise include the development of informational literacies in young children, comprehension teaching and learning in the primary grades, approaches to addressing the needs of struggling reader-writers, and issues of equity in literacy education. Duke is the recipient of the International Reading Association Outstanding Dissertation Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Dina Feitelson Award. Among her current projects are two federally-funded longitudinal studies of early literacy development, one focusing on the impact of diversifying the genres young children read and write in grades one and two, the other examining the effects of two approaches to teaching literacy in science in grades two and three. Duke teaches preservice, inservice, and doctoral courses in literacy education at Michigan State, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Duke also has a strong interest in improving the quality of educational research training in the U.S.
PERSONAL
INFORMATION:
Michigan State University Home: 442 S. Fourth Avenue
College of Education Ann
Arbor, MI 48104-2302
350 Erickson Hall phone:
(734) 622-9643
East Lansing, MI 48824
phone: (517) 432-4865
fax: (517) 432-5092
email: nkduke@msu.edu
Educational
History:
|
Harvard Graduate School of
Education Department of Human Development
and Psychology Program in Language and Literacy |
Ed.D. |
1999 |
|
Harvard Graduate School of
Education Department of Human Development
and Psychology Program in Language and Literacy |
Ed.M. |
1995 |
|
Swarthmore College Special Major in Linguistics Cognates in Psychology and
Education Concentration in Black Studies Certification Program in
Elementary Education |
B.A. |
1993 |
|
Eastern College Courses in Reading and Language
Arts |
-- |
1992 |
Professorships:
|
Assistant Professor, Michigan
State University College of Education |
1998 - present |
Refereed
ARTICLES:
Duke, N. K. (2000). For the rich
it’s richer: Print experiences and environments offered to children in
very low- and very high-SES first grade classrooms. American Educational
Research Journal, 37, 441-478.
Duke, N. K. (2000). 3.6 minutes
per day: The scarcity of informational texts in first grade. Reading
Research Quarterly, 35, 202-224.
Kemler Nelson, D. G., Russell, R.,
Duke, N., & Jones, K. (2000). Two-year-olds will name artifacts by their functions.
Child Development, 71, 1271-1288.
Duke, N. K., & Beck, S. W.
(1999). Education should consider alternative formats for the dissertation. Educational
Researcher, 28(3), 31-36.
Caswell, L. J., & Duke, N. K.
(1998). Non-narrative as a catalyst for literacy development. Language Arts,
75, 108-117.
Duke, N. K., & Kays, J.
(1998). “Can I say ‘Once upon a time’?”: Kindergarten
children developing knowledge of information book language. Early Childhood
Research Quarterly, 13, 295-318.
Duke, N. K., & Stewart, B. B.
(1997). Standards in action in a first grade classroom: The purpose dimension. The
Reading Teacher, 51, 228-237. Reprinted in
Hiebert, E. H., Skalitzky, K., & Tesnar, K. A. (1998). Every Child a
Reader, Center for the Improvement of
Early Reading Achievement.
Wood, J. M., & Duke, N. K.
(1997). Inside Reading Rainbow: A
spectrum of strategies for promoting literacy. Language Arts, 74, 95-105.
Kemler Nelson, D. G., Almasy, L.,
Crowley, K., Duke, N., Gardner, J. A., Kiggins, V., Lasher, K., McQuilken, A.,
O’Connell, M., Russell, R., Sterner, D., & Tirk, E. (1995).
Principle-based inferences in young children’s categorization: Revisiting
the impact of function on the naming of artifacts. Cognitive Development,
10, 347-380.
Technical
Reports:
Duke, N. K. (1999). The
scarcity of informational texts in first grade. Center for the Improvement of Early Reading Achievement
Report #1-007.
Theses:
Duke, N. K. (1998). Print
environments and experiences offered to first grade students in very low- and
very high-SES school districts.
Unpublished doctoral dissertation, Harvard University.
Duke, N. K. (1996). The
application of genre concepts to the education of young children: Empirical and
theoretical arguments. Unpublished
qualifying paper, Harvard University.
Duke, N. K. (1993). Can we get
that in writing? Black English features in the writing of young children. Unpublished undergraduate thesis, Swarthmore College.
BOOKS:
Duke, N. K., & Mallette, M. H.
(Eds.) (in preparation; under contract). Literacy Research Methods [working title]. To be published by Guilford Press.
Duke, N. K., &
Bennett-Armistead, V. S., with Huxley, A., Johnson, M. McClurkin, D., Roberts,
E., Rosen, C., Vogel, E. (in preparation; contract under negotiation). Informational
Text in the Primary Grades [working
title]. Contract under negotiation with Scholastic Professional Books.
Book
Chapters:
Duke, N. K. (invited & submitted). Reading to learn from the very beginning: Informational literacy in early childhood. Invited and submitted for an edited volume of the Center for Early Reading Achievement and the International Reading Association.
Duke, N. K., & Tower, C. (invited & submitted). Nonfiction texts for young readers. To appear in D. Schallert & J. Hoffman (Eds.), Read this room: Texts, tasks, and the teaching and learning of reading. Mahwah, NJ: Erlbaum.
Purcell-Gates, V., & Duke, N. K. (invited & submitted). Texts in the Teaching and Learning of Reading. To appear in D. Schallert & J. Hoffman (Eds.), Read this room: Texts, tasks, and the teaching and learning of reading. Mahwah, NJ: Erlbaum.
Duke, N.K., Bennett-Armistead, V. S., & Roberts, E. M. (in press). Bridging the gap between learning-to-read and reading-to-learn. To appear in D. Barone (Ed.), Research-based Best Practices in Early Literacy (pp. 226-242). New York: Guilford Press. Please note: This is an only slightly different version of the chapter listed immediately below.
Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2002). Incorporating informational text in the primary grades. In C. Roller (Ed.), Comprehensive reading instruction across the grade levels (pp. 40-54). Newark, DE: International Reading Association.
Duke, N. K., & Pearson, P. D.
(2002). Effective practices for developing reading comprehension. In A. E.
Farstrup & S. J. Samuels (Eds.), What research has to say about reading
instruction (3rd ed) (pp. 205-242).
Newark, DE: International Reading Association.
Pearson, P. D., & Duke, N. K.
(2002). Comprehension instruction in the primary grades. In C. C. Block &
M. Pressley (Eds.), Comprehension Instruction: Research-Based Best Practices (pp. 247-258). New York: Guilford Press.
Other
Invited Publications:
Duke, N. K., & Pearson, P. D.
(2001). How can I help children improve their comprehension? In Teaching
every child to read: Frequently-asked questions. Center for the Improvement of Early Reading
Achievement.
Duke, N. K., & Mallette, M. H.
(2001). Critical Issues: Preparation for new literacy researchers in
multi-epistemological, multi-methodological times. Journal of Literacy
Research, 33, 345-360.
Duke, N. K. (2000). IRA
Outstanding Dissertation Award for 2000: Print environments and experiences
offered to first grade students in very low- and very high-SES school
districts. Reading Research Quarterly, 35, 456-457.
Duke, N. K. (1999). Using
non-fiction to increase reading achievement and world knowledge. Occasional paper of the Scholastic Center for Literacy and
Learning.
Duke, N. K. (1998, April). How to
get the most out of trade books. Instructor, 107, p. 84.
Kays, J., & Duke, N. K.
(1998). Getting students into information books. Teaching PreK-8, 29(2), 52-54.
Duke, N. K., & Ritchhart, R.
(1997, October). No-pain high-gain standardized test preparation. Instructor,
107, pp. 89-92, 119.
Cazden, C. B., & Duke, N. K.
(1996). [Review of the book Relating Events in Narrative: A Crosslinguistic
Developmental Study]. Language
and Society, 25, 122-125.
Diamondstone, J., Duke, N. K.,
Kantrov, I. & Dalton, B. (1994). Rethinking English language arts: An
overview of research relevant to curriculum reform. Newton, MA: Education Development Center.
Grants:
|
Dick, Jane, and Spot Meet the Information Age: Diversifying Genres Used in Early Literacy Instruction, Interagency Education
Research Initiative, Federal Government |
$994,210 |
2000
- 2002 |
|
Explicit Explanation of Genre Within Authentic Literacy
Activities in Science: Does It Facilitate Development and Achievement? with Victoria Purcell-Gates, Interagency Education Research Initiative, Federal
Government |
$839,785 |
2000
- 2002 |
|
Explicit Explanation of Genre Within Authentic Literacy
Activities in Science: Does It Facilitate Development and Achievement? with Victoria Purcell-Gates, Center for the Improvement of Early Reading Achievement |
$5,000 $5,000 |
2000
- 2001 1999
- 2000 |
The
Role of Text Genre in Primary Grade Reading Acquisition
Center for the Improvement of
Early Reading Achievement |
$5,000 $5,000 |
2000
- 2001 1999
- 2000 |
|
Genre Acquisition Project, with Jane Kays Massachusetts Field Center for
Teaching and Learning |
$750 |
1994
- 1995 |
I have also received
grants-to-person including the Spencer Foundation Research Training Grant
(1994-1997) and the Joel Dean Grant (1992).
Peer-Reviewed
Presentations:
Duke, N. K. (2002, May).
Informational texts in classrooms: Are there? In D. Birdyshaw (chair), Texts,
tasks, and effective teaching of reading: Issues and trends. International Reading Association, San Francisco, CA.
Duke, N. K. (2002, April).
Comprehension. In D. Birdyshaw (chair), The Center for the Improvement of
Early Reading Achievement (CIERA) highlights literacy and assessment:
Strengthening the connection between literacy instruction and classroom
assessment. International Reading
Association, San Francisco, CA.
Duke, N. K. (2001, December). The
larger study. In N. K. Duke (Chair), Written information genre knowledge and
acquisition in second grade science.
Symposium presented at the National Reading Conference, San Antonio, TX.
Duke, N. K. (2001, December). A
new generation of researchers looks at comprehension. In Comprehension
instruction: New directions for future research. Alternative session presented at the National Reading
Conference, San Antonio, TX.
Duke, N. K. (2001, December).
[Panelist]. In D. Reinking (Chair), Preparation for new literacy researchers
in multi-epistemological, multi-methodological times: A panel discussion. Alternative Session conducted at the National Reading
Conference, San Antonio, TX.
Duke, N. K., &
Bennett-Armistead, V. S. (2001, December). Investigating the impact of
diversifying genres of text used in first grade literacy instruction. In M.
Mallette (Chair), Investigating texts for beginning instruction:
Predictability, decodability, and genre.
Symposium presented at the National Reading Conference, San Antonio, TX.
Duke, N. K. (2001, November).
Every child a comprehender. In Every Child a Reader: Helping early childhood
teachers meet the challenge. National
Association for the Education of Young Children, Anaheim, CA. Please note: I
wrote this presentation but it was delivered it my stead by V. S.
Bennett-Armistead.
Pearson, P. D., & Duke, N. K.
(2001, May). Comprehension instruction in the primary grades: The state of
the art. In P. D. Pearson (Chair), CIERA
spotlights comprehension: The other side of reading instruction. International
Reading Association, New Orleans, LA.
Duke, N. K. (2001, April). Using
nonfiction-informational text with young children. In L. M. Morrow and D. M. Barone (Chairs), Life, literacy,
and the pursuit of happiness: Motivating early literacy achievement.
International Reading Association, New Orleans, LA.
Duke, N. K. (2001, April). What
do we expect young children to know and be able to do with different genres of
text? An analysis of state standards. In
C. C. Pappas (Chair), Children, genre, and schooling. American Educational
Research Association, Seattle, WA.
Duke, N. K., & Purcell-Gates,
V. (2000, November). Explicit explanation/teaching of informational text
genres: A proposed model for research. In
S. Seidenstricker (Chair), Integrating information text in elementary school
literacy instruction. National Reading Conference, Scottsdale, AZ.
Duke, N. K., & Purcell-Gates,
V. (2000, April). Genres of text young children encounter at home and at school. In E. H. Hiebert (Chair), The content of text for young
readers in learning to read and reading to learn. Symposium conducted at the
National Reading Conference, New Orleans, LA.
Duke, N. K. (1999, December). Children’s
interactions with informational texts. In
R. D. McCallum (Chair), Beyond narrative: Genres in reading research and
instruction. Symposium conducted at the National Reading Conference, Orlando,
FL.
Duke, N. K. (1999, December). Information
text and elementary school literacy: What do we know and what do we need to
know? Alternative format session presented
at the National Reading Conference, Orlando, FL.
Duke, N. K. (1999, December). Social
reproduction through literacy education: An investigation in first grade
classrooms. In A. McGill-Franzen (Chair),
Literacy instruction: Maintaining the status quo. Symposium conducted at the
National Reading Conference, Orlando, FL.
Duke, N. K. (1998, December). The
scarcity of informational text in the early grades. In M. L. Kamil (Chair), Information
text in the elementary school: Access, instruction, changing needs. Symposium conducted at the National Reading
Conference, Austin, TX.
Duke, N. K. (1998, February). Empirical
confirmation of the scarcity of informational text in the early grades. Paper presented at the Harvard Graduate School of
Education Student Research Conference, Cambridge, MA.
Duke, N. K. (1997, December). Explicit
teaching of genre: What we think, what we know, what we ought to find out. Paper presented at the National Reading Conference,
Scottsdale, AZ.
Duke, N. K. (1997, December). Inside
classroom libraries: The good, the bad, and the ugly. Paper presented at the National Reading Conference,
Scottsdale, AZ.
Duke, N. K. (1996, December). Young
children’s genre-principled responses to the world: Implications for
early literacy education. Paper presented
at the National Reading Conference, Charleston, SC.
Duke, N. K., & Abell, J. S.
(1996, December). Teaching by Doing: Modeling as an approach to international
development. In S. Walter (Chair), International literacy development:
Issues and challenges for teacher training.
Symposium conducted at the National Reading Conference, Charleston, SC.
Purcell-Gates, V., & Duke, N.
K. (1996, December). [Panelists]. In P. Freppon (Chair), Literacy Centers
and Clinics: Unique Features, Common Ground, and Research. Symposium conducted at the National Reading Conference,
Charleston, SC.
Kays, J., & Duke, N. K. (1996,
March). Breathing life into nonfiction: Incorporating quality information
books into a primary grade classroom.
Paper presented at the spring convention of the National Council of Teachers of
English, Boston, MA.
Caswell, L., & Duke, N. K.
(1996, March). Non-narrative as a scaffold for literacy development. Paper presented at the Harvard Graduate School of
Education Student Research Conference, Cambridge, MA.
Duke, N. K., & Kays, J. (1995,
November). “Can I say ‘Once upon a time’?”:
Kindergarten children’s knowledge of linguistic features of expository
text in the written register. Paper
presented at the National Reading Conference, New Orleans, LA.
Kemler Nelson, D. G., with Almasy,
L., Crowley, K., Duke, N., Gardner, J. A., Kiggins, V., Lasher, K., McQuilken,
A., O’Connell, M., Russell, R., Sterner, D., & Tirk, E. (1991, April).
Principle-based inferences in preschoolers’ categorization of novel
artifacts. Paper presented at the Meetings
of the Society for Research in Child Development, Seattle, WA.
Invited
Presentations:
Duke, N. K. (2002, August). Comprehension. Presentation to the Institute for Statewide Literacy
Initiatives, Harvard Graduate School of Education, Cambridge, MA.
Duke, N. K. (2002, July). Improving
comprehension of informational text.
General session presentation at the Center for the Improvement of Early Reading
Achievement Summer Institute, Ann Arbor, MI.
Duke, N. K., Grattan, K., Knoll,
M., & Stajos, C. F. (2002, July). Comprehension. Presentation at the Center for the Improvement of Early
Reading Achievement Summer Institute, Ann Arbor, MI.
Duke, N. K. (2002, June). How does
diversifying genres used in first-grade literacy instruction impact
comprehension development? In R. Stainthorp (Chair), Instruction in reading
comprehension. Joint Symposium of the
Society for the Scientific Study of Reading and the Society for Text and
Discourse, Chicago, IL.
Duke, N. K. (2002, June). Addressing
SES differences in print environments and experiences offered to children in
first grade. Presentation at the
University of Wisconsin Symposium 2002, Madison, WI.
Duke, N. K. (2002, May). Increasing
attention to informational text, comprehension, and agency in primary grade
literacy instruction. Presentation at The
Seminar on Maintaining Momentum, Sponsored by the Center for the Improvement of
Early Reading Achievement, Rigby Publishers, and the University of California
at Berkeley. Berkeley, CA.
Duke, N. K. (2002, April). Improving
informational text comprehension.
Presentation to the Oakland County Chapter of the Michigan Association of State
and Federal Program Specialists. Oakland, MI.
Duke, N. K. (2002, April). Research
and best practices. Presentation at the
Berrien County Intermediate School District. Berrien Springs, MI.
Duke, N. K., Grattan, K., Knoll, M., Seagren, A., & Stajos, C. F. (2002, March). Effective reading comprehension instruction in the primary grades. Presentation at the Michigan Reading Association, Grand Rapids, MI.
Duke, N. K. (2002, February). Effective
comprehension instruction. Presentation to
the Muskegon Public Schools, Muskegon, MI.
Duke, N. K. (2002, February). [No
title]. Presentation at Benchmark School, Media, PA.
Duke, N. K. (2001, December). What
research says about effective reading comprehension instruction. Presentation at the East Lansing Public Schools, East
Lansing, MI.
Duke, N. K. (2001, December). Combining
comprehension instruction with decoding in the early grades. Presentation at "Putting Children First":
Georgia Department of Education 2001 Reading Excellent Act Best Practices
Institute, Atlanta, GA.
Duke, N. K. (2001, September). Effective
comprehension instruction in the primary grades. Keynote presentation at the joint conference of the
Michigan Reading Association and the Center for the Improvement of Early
Reading Achievement, East Lansing, MI.
Purcell-Gates, V., & Duke, N.
K. (2001, August). Explicit explanation/teaching of informational text
genres: A model for research. Paper
presented at Crossing Borders: Connecting Science and Literacy conference, a
conference sponsored by the National Science Foundation, Baltimore, MD.
Duke, N. K. (2001, July). Effective
comprehension instruction in the primary grades. Presentation at the Center for the Improvement of Early
Reading Achievement Summer Institute, Ann Arbor, MI.
Duke, N. K. (2001, May). Informational
text in the primary grades: Recent research and implications for practice. Presentation in a cosponsored meeting of the Office of
Education Research and Improvement (OERI) and the U.S. Department of Education,
International Reading Association, New Orleans, LA.
Duke, N. K. (2001, April). Incorporating
informational text in the primary grades.
Keynote presentation at the Reading Research 2001 Conference sponsored by the
International Reading Association, New Orleans, LA.
Duke, N. K. (2001, April).
[Panelist]. Opening panel discussion at the Reading Research 2001 Conference
sponsored by the International Reading Association, New Orleans, LA. [I was
filling in for a panelist who was, at the last minute, unable to attend.]
Duke, N. K. (2001, March). Developing comprehension in the primary grades. Paper presented at the Michigan Reading Association, Grand Rapids, MI.
Duke, N. K. (2001, March). Reading
to learn from the very beginning: Informational literacy in early
childhood. Paper presented in Early
literacy instruction for children at risk: Research-based solutions, a joint
conference of the Center for the Improvement of Early Reading Achievement,
Council for Exceptional Children, International Reading Association, National
Association for the Education of Young Children, and National Center for
Learning Disabilities. Ann Arbor, MI.
Duke, N. K. (2001, February). Improving
comprehension of informational text.
Keynote presentation at the Reading Days Institute sponsored by the Illinois
State Board of Education, Belleville, IL.
Duke, N. K., & Carlson, N.
(2000, August). Effective use of informational text. Presentation at the Center for the Improvement of Early
Reading Achievement Summer Institute.
Duke, N. K. (2000, May). The
role of interest in reading intervention.
Presentation at the Scholastic Literacy-in-Action Breakfast Series,
Indianapolis, IN.
Duke, N. K. (2000, May). Outstanding
dissertation presentation: Print environments and experiences offered to first
grade students in very low and very high SES school districts. Presentation at the convention of the International
Reading Association, Indianapolis, IN.
Duke, N. K. (2000, April). What
do we know about young children’s interactions with informational text. Paper presented at the University of Illinois at Chicago
Colloquia Series.
Duke, N. K., & Carlson, N.
(2000, March). Informational text in the primary grades. Presentation at the Michigan Reading Association Annual
Conference, Detroit, MI.
Duke, N. K. (1999, December). Graduate
student focus: The job search process.
Alternative format session presented at the National Reading Conference,
Orlando, FL.
Duke, N. K. (1999, November). Report
of the 1999 Promising Researcher: 3.6 minutes per day: The scarcity of
informational texts in first grade. Paper presented
at the annual convention of the National Council of Teachers of English,
Denver, CO.
Duke, N. K. (1999, May). For the
rich it’s richer: Print experiences and environments offered to first
grade children in very low- and very high-SES classrooms. In E. Hiebert
(Facilitator), New voices on best practices for beginning readers. Symposium conducted at the convention of the International
Reading Association, San Diego, CA.
Duke, N. K. (1998, February). [Panelist]. Designing
educational research training programs.
Spencer Working Conference on Apprenticeships and Mentoring, Cambridge, MA.
Duke, N. K., & Wood, J. M.
(1997, November). Taking the Harvard Literacy Lab on the road: Literacy
Institute, Dorchester Massachusetts. Paper
presented at the Harvard Graduate School of Education Language and Literacy
Speaker Series, Cambridge, MA.
Duke, N. K. (1997, September). Orientation
to the Spencer Research Training Grant: Planning your professional development. Harvard Graduate School of Education, Cambridge, MA.
Duke, N. K. (1996, October). Presentation
to the Spencer Research Training Grant and Apprenticeship Recipients. Harvard Graduate School of Education, Cambridge, MA.
Other
Service to the Professional Community:
|
Reviewer, Journal of Literacy
Research |
2001 - present |
|
Center for the Improvement of
Early Reading Achievement Research Council |
2000 – present |
|
Reviewer, Center for the
Improvement of Early Reading Achievement |
1998 - present |
|
Reviewer, Research in the
Teaching of English |
1998 - present |
|
Reviewer, Reading Research
Quarterly |
1998 - present |
|
Reviewer, Office of Educational
Research and Improvement (OERI) Program of Research on Reading Comprehension |
2002 |
|
Reviewer, Interagency Education
Research Initiative (government funding program through NSF, OERI, and NICHD) |
2000; 2002 |
|
Reviewer, National Reading Conference Yearbook |
2000, 2001, 2002 |
|
Guest Reviewer, Reading
Research and Instruction |
2001 |
|
Reviewer, National Reading
Conference and International Reading Association Literacy Studies Series |
1999 - 2001 |
|
Guest Reviewer, Early
Childhood Research Quarterly |
1999, 2001 |
|
Reviewer, Guilford Press |
2000 |
|
Reviewer, Alabama Reading
Excellence Act Local Reading Improvement Subgrants |
2000 |
|
Guest Reviewer, Review of
Educational Research |
2000 |
|
Guest Reviewer, Sociology of
Education |
2000 |
|
Member, International Reading
Association Subcommittee on Research Publication Awards |
2000 |
|
Guest Reviewer, Educational
Researcher |
1999 |
|
Guest Reviewer, Journal of Literacy Research |
1999 |
|
Reviewer, International Reading
Association Annual Convention Proposals |
1999 |
|
Reviewer, National Reading
Conference Proposals |
1999 |
|
CIERA Faculty Associate |
1998 - 1999 |
|
Guest Reviewer, Reading
Research Quarterly |
1996 - 1998 |
|
Graduate Student Reviewer, Research
in the Teaching of English |
1996 - 1998 |
|
Facilitator, Literacy Lab
Graduates Teacher Research Group, Harvard Graduate School of Education |
1995 - 1997 |
|
Reviewer, Harvard Graduate
School of Education Student Research Conference Proposals |
1995 - 1996 |
|
Guest Reviewer, Michigan
Academician |
1994 |
Professional
Memberships:
American
Educational Research Association
International
Reading Association
National
Conference on Research in Language and Literacy (elected)
National
Council of Teachers of English
National
Reading Conference
National
Society for the Study of Education
Society for the Scientific Study of Reading (elected to voting membership status)
Consulting:
|
Pearson Education |
2002 - present |
|
National Geographic Society
School Publishing Division & Literacy Advisory Council |
2000 – present |
|
Adrian Public School District,
Adrian, Michigan (including inservices) |
2000 – 2001 |
|
Neighborhood House Charter
School, Dorchester (Boston), Massachusetts |
1998 - 2000 |
|
Literacy Place (Program Consultant, Early Literacy Development),
Scholastic, Incorporated, New York, New York |
1997 - 2000 |
|
Williamston Community Schools,
Williamston, Michigan (including inservices) |
1999 - 2000 |
|
NAEP Research Team (Pearson,
Lycke, Roberts, & Hamm), East Lansing, Michigan |
1999 |
|
Reading Counts! (Program
Consultant), Scholastic, Incorporated, New York, New York |
1998 - 1999 |
|
The BELL Foundation, Cambridge,
Massachusetts |
1997 |
|
First Coast Family and Housing
Foundation, Inc., Jacksonville, Florida |
1997 |
|
Harvard College & Phillips
Brooks House, Cambridge, Massachusetts |
1997 |
|
Abt Associates, Inc., Cambridge,
Massachusetts |
1994 - 1995 |
|
Education Development Center,
Inc., Newton, Massachusetts |
1994 |
SERVICE
TO THE COLLEGE/UNIVERSITY:
|
University Appeals Board |
1999 – present |
|
Team One Member (Preservice Teacher Education) |
1998 – present |
|
Literacy Masters Faculty Committee Member |
1998 – present |
|
Subcommittee on Development of Literacy-focused Ph.D. Subcommittee on Development of a Course on Early Literacy |
|
|
Literacy Education Search Committee |
2001 - 2002 |
|
Beaumont Scholars Mentor |
2000 - 2002 |
|
Teacher Education Graduate Administrative Policy and Program Committee |
1998 – 2002 |
|
Subcommittee on Minority Recruitment |
|
|
Educational Psychology Search Committee |
2000 - 2001 |
|
Speaker, Colloquium with Your College |
August 25, 2000 |
|
Reviewer, IDEA Scholarship Applications |
August, 2000 |
|
Speaker, Young Educators’ Society (YES) Conference |
May 11, 2000 |
|
Social Studies Search Committee |
1999 – 2000 |
|
College of Education
Representative, CIC/SROP Minority Recruitment Fair |
July 16, 1999 |
|
Co-Facilitator, Writers’ Symposium |
1998 - 1999 |
TEACHING
EXPERIENCE:
|
College/University Teaching: |
|
|
Assistant Professor, Michigan
State University College of Education |
1998 - present |
|
Instructor, Michigan State
University College of Education |
1998 |
|
Instructor, Harvard University
Graduate School of Education |
1996 - 1998 |
|
Trainer, BELL Foundation,
Cambridge, Massachusetts |
1998 |
|
Trainer, Harvard Emergent
Literacy Project, Harvard & Radcliffe Colleges |
1997 - 1998 |
|
Trainer, America Reads Program,
Harvard Graduate School of Education |
1997 - 1998 |
|
Trainer, Reach Out: Help Teach a
Child to Read Program, MIT |
1997 - 1998 |
|
Supervisor, Harvard Literacy
Laboratory, Harvard Graduate School of Educ. |
1994 - 1996 |
|
Teaching Fellow, Harvard
Graduate School of Education |
1994 - 1996 |
|
PreK – 12 Teaching: |
|
|
Co-Founder and Director, Neighborhood House Charter School Literacy Institute, Dorchester (Boston), Massachusetts |
1998 |
|
Primary Grades Literacy Specialist (part-time), Neighborhood House Charter School, Dorchester (Boston), Massachusetts |
1997 - 1998 |
|
Co-Founder and Co-Coordinator, Neighborhood House Charter School Literacy Institute, Dorchester (Boston), Massachusetts |
1997 |
|
Literacy Instructor & Consultant (volunteer, summers), Hogar Diamante (home for street children), Amarateca, Honduras |
1995; 1996 |
|
Literacy Instructor (volunteer,
one day per week), Mozart School Kindergarten Program, Boston Public Schools,
Massachusetts |
1993 - 1996 |
|
Latin Teacher (summers), Upward Bound/Project ADVANCE, Boston, Massachusetts |
1994; 1995 |
|
Clinical Instructor and Graduate
Student, Harvard Literacy Laboratory, Harvard Literacy Laboratory, Harvard
Graduate School of Education |
1993 - 1994 |
|
Writing Teacher (summer), Higher
Achievement Program, Washington, DC |
1993 |
|
Student Teacher, Wetherill
Elementary School, Chester, Pennsylvania |
1992 |
|
Teacher’s Assistant (volunteer, one day per week), Douglass School Headstart Program, Wetherill Elementary School, Columbus Elementary School, Chester, Pennsylvania |
1990 - 1993 |
|
Teacher, infant/toddlers through
preK (summer & winter terms), Gretchen’s House Child Care Center,
Ann Arbor, Michigan |
1990; 1991 |
Selected
Awards:
|
Dina
Feitelson Award, International Reading Association |
|
Promising
Researcher Award, National Council of Teachers of English |
|
Outstanding
Dissertation Award, International Reading Association |
|
Spencer
Research Training Grant, Harvard Graduate School of Education |
|
Entering
Award, Harvard Graduate School of Education |
|
Sigma
Xi |
|
Phi
Beta Kappa |
|
Psycholinguistics
Prize, Swarthmore College |
|
May E.
Parry Award, Swarthmore College |
|
B. A.
with Distinction, Swarthmore College Alumni
Scholar, Swarthmore College |
|
Haines
Parry Scholar, Swarthmore College |