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Biography

Currently, I study the ways that we can use digital pedagogies to engage pre-service and in-service teachers to most effectively help them to teach literacy in their current and  future classroom contexts. Within this area, I am interested in socially distributed knowledge sharing that takes place online, distributed cognition, and video-mediated (e.g., YouTube) discussion and dialogue. I have won two awards related to distance learning. Most recently, I was awarded the prestigious 2013 USDLA Best Practices Platinum Award for Excellence in Distance Learning Teaching [platinum is the highest level honored in this category]. In 2010 I was awarded the President’s Award for Excellence in Distance Education Teaching at UT Arlington.

My active research agenda also includes projects that focus on my primary research interest of students who face challenges in literacy learning. I am interested in the concept of social-collaborative literacy learning models (Rogoff, 1991; Gregory, 2001) and studying literacy sponsors, social supports, and networks that take place in families and communities (Brandt, 2001) as well as teacher professional development programs that support teachers as they develop knowledge to help students whoh face challenges in reading in in-school and out-of-school learning contexts. I primarily draw on narrative research and naturalistic inquiry traditions within qualitiative research. I am also interested in methods of discourse analysis.

Related to this line of inquiry of interest in students who face challenges in reading, I am also examining the historical contexts of literacy learning for students who face challenges in reading, e.g., the work of seminal scholars like Jeanne Chall. In 2009 I was a visiting scholar at Harvard University to study the works of Chall in the Jeanne S. Chall collection at the Gutman Library. The historical and social contexts of struggling readers represent the main focus and line of inquiry.

Professional Preparation

    • 2008 Ph.D. in Curriculum and Instruction: Language and Literacy StudiesUniversity of Texas at Austin (UT)
    • 2004 M.Ed. in Reading EducationTexas State University, San Marcos
    • 1996 Bachelor of Arts in PhilosophyUniversity of California, Santa Barbara

Appointments

    • Aug 2014 to Present Associate Professor
      College of the Liberal Arts   The University of Texas at Arlington
    • Aug 2008 to Aug 2014 Assistant Professor
      University of Texas at Arlington
    • Jan 2005 to Aug 2008 Lecturer
      Texas State University, San Marcos
    • Jan 2005 to May 2006 Assistant Instructor
      University of Texas at Arlington   Office of the President   Office of the Provost and Vice President for Academic Affairs   College of Education   Department of Curriculum and Instruction
    • Jan 2004 to July 2008 Lecturer
      Austin Community College   Teacher Certification Program   Bilingual Education Teacher Certification Program
    • Jan 1997 to June 2004 Elementary School Teacher
      California and Texas schools (public)

Awards and Honors

    • Jun  2013 2013 Regents' Outstanding Teaching Award sponsored by UT System Regents
      Description:

      Offered annually in recognition of faculty members at the nine academic and six health University of Texas System institutions who have demonstrated extraordinary classroom performance and innovation in undergraduate instruction, the Regents' Outstanding Teaching Awards are the Board of Regents' highest honor. With a monetary award of $25,000, the Regents' Outstanding Teaching Awards are among the largest in the nation for rewarding outstanding faculty performance. Given the depth and breadth of talent across the UT System, the awards program is likewise one of the nation's most competitive.

      Faculty members undergo a series of rigorous evaluations by students, peer faculty and external reviewers. The review panels consider a range of activities and criteria in their evaluations of a candidate's teaching performance, including classroom expertise, curricula quality, innovative course development and student learning outcomes.

      Established by the Board of Regents in 2008, the Regents' Outstanding Teaching Awards complement a wide range of Systemwide efforts that underscore the Board of Regents' commitment to ensuring the UT System is a place of intellectual exploration and discovery, educational excellence and unparalleled opportunity.

      http://www.utsystem.edu/teachingawards/2013/Academic/all.htm

    • May  2013 2013 Platinum Award for Excellence in Distance Learning Teaching sponsored by United States Distance Learning Association
      Description:

      http://www.uta.edu/news/releases/2013/04/distance-learning-awards.php

      These prestigious International Awards are presented annually to organizations and individuals engaged in the development and delivery of distance learning programs. Included in the recognition ceremony were awards for 21st Century Best Practices, Best Practices for Distance Learning Programming, Best Practices for Excellence in Distance Learning Teaching, Outstanding Leadership by an Individual, Hall of Fame and the Eagle for an elected official.

      The USDLA International Awards are closely followed by the distance learning industry. "As a premier organization for the entire distance learning profession, we enjoy honoring some of the leaders in the industry," said Dr. John G. Flores, Executive Director of USDLA. "Each year these winners raise the bar and exceed best practice expectations for the industry as a whole and we are truly honored by their contributions to the distance learning industry."


      The USDLA Awards were created to acknowledge major accomplishments in distance learning and to highlight those distance learning instructors, programs, and professionals who have achieved and demonstrated extraordinary results through the use of online, videoconferencing, satellite and blended learning delivery technologies.

      "This year's USDLA Awards recipients represent the finest examples of online courses, best practices, and leadership in our field.  The depth and breadth of the USDLA membership allows us to engage with leaders from higher education, K-12, industry, military, government who daily demonstrate the power of distance learning.  We are so very proud and excited to be able to recognize this level of excellence," said Dr. Rob Robinson, President of USDLA.

      http://usdla.org/2013-award-winners/

    • May  2010 UTA President’s Award for Excellence in Distance Education Teaching sponsored by University of Texas at Arlington
      Description:

      This award recognizes an individual who is an outstanding instructor in the area of webbased distance education. This teacher has demonstrated excellence in distance education teaching, creating quality interaction with and showing exemplary responsiveness to UT Arlington’s digital learners. 

Research and Expertise

  • Expertise

    I study the ways that we can use digital pedagogies to engage pre-service and in-service teachers to most effectively help them to teach literacy in their current and  future classroom contexts. Within this area, I am interested in knowledge sharing that takes place online, distributed cognition, and video-mediated (e.g., YouTube) discussion and dialogue. I have won two awards related to distance learning. Most recently, I was awarded the prestigious 2013 USDLA Best Practices Platinum Award for Excellence in Distance Learning Teaching [platinum is the highest level honored in this category]. In 2010 I was awarded the President’s Award for Excellence in Distance Education Teaching at UT Arlington.

    My active research agenda includes projects that focus on my primary research interest of students who face challenges in literacy learning. I am interested in the concept of social-collaborative literacy learning models (Rogoff, 1991; Gregory, 2001) and studying literacy sponsors, social supports, and networks that take place in families and communities (Brandt, 2001) as well as teacher professional development programs that support teachers as they develop knowledge to help students in in-school and out-of-school learning contexts. I primarily draw on narrative research and naturalistic inquiry traditions within qualitiative research. I am also interested in methods of discourse analysis.

    Related to this line of inquiry, I am also examining the historical contexts of literacy learning for students who face challenges in reading, e.g., the work of seminal scholars like Jeanne Chall. The historical and social contexts of struggling readers represent my main focus and line of inquiry.

Publications

      Book Chapter Forthcoming
      • Semingson, P. & Mora, R. Guidelines for creating a digital and multimodal academic presence in an age of surveillance. In S. Rose (Ed.), Watched: Academic freedom in the age of anti-intellectualism. 

        {Book Chapter} [Non-refereed/non-juried]

      Book Forthcoming
      • Semingson, P. & Mora, R. The Digital Turn: Personal Narratives of Technology-Focused Literacy Educators. Book proposal in progress. 

        {Book} [Non-refereed/non-juried]

      Journal Article Forthcoming
      • Semingson, P. Connecting in Real Time: Research on Reflections and Live Chat of Master’s Students who Participated in Webinar Learning Experiences. In progress. 

        {Journal Article} [Refereed/Juried]

      Book Chapter 2018
      • Semingson, P, Roybler, P., & Hughes, J. (Forthcoming). Teaching and learning with technology in English and language arts. In P. Roybler & J. Hughes (Eds.), Integrating educational technology into teaching (IETT-8e). Pearson Publishing. In press.

        {Book Chapter} [Non-refereed/non-juried]

      Book 2018
      • Ortleib, E., Cheek, E.H., & Semingson, P. (2018). Best practices in teaching digital literacies. Emerald Group Publishing. Edited volume. In progress. (Under contract/In Progress).

        Volume 9, Best Practice for Teaching Digital Literacies

        Teacher education programs remain ill equipped to adequately prepare teaching professionals with the pedagogies to foster digital literacies. What is needed is a transformation of best practices towards teaching digital literacies so that teachers can meet the emerging needs of their students in today’s classrooms. This volume aims to provide a research-based practical framework for teacher education programs to develop K-12 students’ digital literacies, providing a set of best practices in teaching digital literacies that promotes access to research-based pedagogies for immediate implementation in their classrooms.

        {Book} [Non-refereed/non-juried]
      2018
      • Semingson, P., Smith, P. & Anderson, H. (In Press, January, 2018 publication). The community of inquiry framework in contemporary education: Emerging research and opportunities. Hershey, PA: IGI Global. Submitted/In Press. https://www.igi-global.com/book/community-inquiry-framework-contemporary-education/187111

        The primary challenge of online education is bridging the distance, both geographical and psychological, between student-and-teacher and student-and-student dynamics. In today’s increasingly digitalized world, it is important to enhance the quality of learning and the nature of interactions in distance education formats.

        The Community of Inquiry Framework in Contemporary Education: Emerging Research and Opportunities is a critical scholarly resource that examines the benefits, challenges, and intricacies of online learning with attention to key concepts, literature, resources, tools, and scenarios. Featuring coverage on a broad range of topics, such as big data research, network communication theory, educational data mining, and digital learning, this book is geared towards researchers, instructors, and higher education administrators seeking current research on the integration of new distance learning technologies.

        {Book} [Refereed/Juried]

      Journal Article 2017 2017 2017 2017
      • Semingson, P., O’Byrne, I., Mora, R. A., & Kist, W. (2017). Social scholarship and the networked scholar: Researching, reading, and writing the web. Educational Media International. Advanced online publication. doi:10.1080/09523987.2017.1391525

        {Journal Article} [Refereed/Juried]

      Conference Proceeding 2017 2017
      • Semingson, P. & Owens, D. Beyond netiquette guidelines: Best practices for proactively fostering professional communication behaviors in e-Learning. Conference Proceeding for E-Learn Conference. In press. https://www.academicexperts.org/conf/elearn/2017/papers/51388/

        {Conference Proceeding} [Refereed/Juried]
      2017
      • Semingson, P., Owens, D., Crosslin, M. & Brown, B. (2017). Exploring virtual reality, synchronous learning, and Google Apps with preservice teachers with an interactive technology workshop and tutorial. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 1795-1800). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). https://www.editlib.org/p/177557

        {Peer Reviewed} [Refereed/Juried]
      2017
      • Semingson, P., Mason, M. & Keengwe, J. (2017). The interactive online course-level orientation module: Fostering TPACK and an introduction to domain knowledge. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 287-292). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). https://www.editlib.org/p/177556/

        {Peer Reviewed} [Refereed/Juried]
      2017
      • Semingson, P., Pole, K. & Brown, B. (2017). Staying current: A digitally-focused professional development series and partnership in a College of Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 560-565). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).  https://www.editlib.org/p/177558/

        {Peer Reviewed} [Refereed/Juried]

      Popular Press Article 2017 2017
      • Semingson, P. (Nov./Dec., 2017). Digital literacies for young readers and writers: Ways to harness mobile learning for early literacy development. Literacy Today [Magazine of the International Literacy Association]. Invited. 

        {Popular Press Article} [Non-refereed/non-juried]

      Book Chapter 2016
      • Semingson, P. & Amaro-Jimenez, C. (2016). Using multimodal literacies to support language development for English language learners”. In In J. Keengwe (Ed.), Handbook of research on promoting cross-cultural competence and social justice in teacher education (pp. 320-338). Hershey, PA: IGI Global.

        {Book Chapter} [Non-refereed/non-juried]
      2016
      • Semingson, P., Hurlbut, A., Owens, D., & Robertson, M. (2016). Scaffolding digital writing and storytelling in online-only teacher education courses. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development (pp. 104-127). Hershey, PA: IGI Global.

        {Book Chapter} [Non-refereed/non-juried]

      Journal Article 2016
      Conference Proceeding 2016
      • Semingson, P. & Tommerdahl, J. (2016). Just-in-time learning and discussion for preservice teachers via a mobile-compatible social networking tool. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 373-377). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

        {Conference Proceeding} [Refereed/Juried]
      2016
      • Semingson, P., Collins, D., Hungerford-Kresser, H., Hurlbut, A., Myers, J., Owens, D. & Robertson, M. (2016). Digital teacher induction via webinars and social media. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 367-372). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

        {Conference Proceeding} [Refereed/Juried]

      Popular Press Article 2015
      Conference Proceeding 2015
      • Semingson, P., Shestakov, K., Liro, J., Marston, J., & Smith, P. (2015). Global connections: Designing English-language lessons via synchronous sessions and blogging.  In Proceedings of Society for Information Technology & Teacher Education International Conference 2015. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from:  www.editlib.org/p/149969/proceeding_149969.pdf.

        {Conference Proceeding} [Refereed/Juried]
      2015
      • Semingson, P., Crosslin, M. & Dellinger, J. (2015). Microlearning as a tool to engage students in online and blended learning. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 425-430). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from: http://www.editlib.org.ezproxy.uta.edu/p/150037/.

        {Peer Reviewed} [Refereed/Juried]

      Journal Article 2015 2015
      Book Chapter 2015
      • Semingson, P. & Smith, P. (2015). “I’m Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course. To appear in L. Kyei-Blankson, J. Blankson, E. Ntuli , & C. Agyeman (Eds.) Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses. Hershey, PA: IGI Global. http://www.igi-global.com/chapter/im-not-simply-dealing-with-some-heartless-computer/140645 

        {Peer Reviewed} [Refereed/Juried]

      Journal Article 2013 2013
      • Semingson, P. (July, 2013). Poets, artists, and storytellers: Bilingual, bicultural and transnational narratives. Bookbird: A Journal of International Children's Literature. 25% acceptance rate. http://www.ibby.org/index.php?id=1332

        {Journal Article} [Refereed/Juried]
      2013
      • Tommerdahl, J. & Semingson, P. (2013). Behavioral Problems in the Classroom and Underlying Language Difficulties. Journal of Education and Training Studies, 1 (2), 217-223. URL: http://dx.doi.org/10.11114/jets.v1i2.163

        {Peer Reviewed} [Refereed/Juried]

      Book Chapter 2013
      • Semingson, P. (Feb., 2013). “Saber dos lenguas es saber dos mundos”: Thoughts from a White bilingual educator. In Judith James & Nancy Peterson, (Eds.) White women getting real: Stories of how culturally diverse schools transformed teachers. Sterling, VA: Stylus Publishing. http://stylus.styluspub.com/Books/BookDetail.aspx?productID=238772
        {Book Chapter} [Non-refereed/non-juried]
      2013 2013 2013
      • Semingson, P. (2013). Using the webinar experience to increase teacher presence within online preservice literacy courses. In J. Keengwe, G. Onchwari, & D. Hucks (Eds.), Literacy enrichment and technology integration in pre-service teacher education. Hershey, PA: IGI Global. 

        {Book Chapter} [Refereed/Juried]
      2013
      • Gerlach, J., Semingson, P., Hungerford-Kresser, H., & Ruebel, K. (2013). The Impact of Digital Technologies on Preparing Literacy and English/Language Arts Pre-service Teachers In Durrant, C., Goodwyn, A., & Reid, L (Eds.) English in a globalised world: International perspectives on the teaching of English. New York: Routledge. http://www.routledge.com/books/details/9780415504478/  

        {Book Chapter} [Non-refereed/non-juried]

      Conference Proceeding 2013
      • Semingson, P. & Smith, P. (2013). Structuring one-on-one videoconferencing to engage and deepen digital mentoring and reflection. In Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 1022-1027). Chesapeake, VA: AACE.Retrieved from http://www.editlib.org/p/48251.

        {Conference Proceeding} [Refereed/Juried]

      Book Chapter 2012
      • Semingson, P. (2012). Domain I: English Language Arts and Reading. In Semingson, P. and Cavallo, A. (Eds.) TeXes Generalist for Grades 4-8 (111). Piscataway, NJ: Research & Education.
        {Book Chapter} [Non-refereed/non-juried]

      Book Review 2012
      Conference Proceeding 2012
      • Semingson, P. & White, K. (2012). Developing Pre-Service Teachers’ Knowledge about Phonics via Video-Based Modules and Discussion Prompts. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2092-2097). Chesapeake, VA: AACE. [national peer-reviewed proceedings; The acceptance rate for SITE conferences is 25-39%.] http://www.editlib.org/fpv/39896 
        {Conference Proceeding} [Refereed/Juried]

      Book 2012
      Conference Proceeding 2011
      • Semingson, P. & Amaro-Jiménez, C. (2011). Using professor-authored videos to support literacy learning and lesson plan design for preservice teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 734-739). Chesapeake, VA: AACE. [national peer-reviewed proceedings; The acceptance rate for SITE conferences is 25-39%.] Retrieved from http://www.editlib.org/p/36364.
        {Conference Proceeding} [Refereed/Juried]

      Journal Article 2011
      • Amaro-Jimenez, C., & Semingson, P. (2011, September/October). Tapping into the funds of knowledge of culturally and linguistically diverse students and families. NABE News, 5-8.http://www.nabe.org/files/NN_33n5_sept2011_Nov2011.pdf
        {Journal Article} [Non-refereed/non-juried]

      Journal Article 2010
      • Semingson, P. (2010). Building bridges to home literacy practices: Working from strengths, successes and known motivators. English in Texas, 40(1), 22-30.
        {Journal Article} [Refereed/Juried]
      2010
      • Amaro-Jiménez, C. & Semingson, P. (2010)."Sometimes I don't know how to help you but I'll try:" Latina mothers' participation in their children's biliteracy learning in the home", National Journal of Urban Education and Practice. 4(2) 33-48. http://www.uta.edu/faculty/carlaaj/docs/NJUEP_Article3.pdf
        {Journal Article} [Refereed/Juried]
      2010
      • Semingson, P. (2010). Multiple literacies and ‘Mr. Mom’: Engaging a reluctant reader at home. State of Reading: A Journal of the Texas State Reading Association, 13(1), 23-27. https://mavspace.uta.edu:443/peggys/sor_fall10.pdf
        {Journal Article} [Refereed/Juried]

      Newsletter Article 2010
      Conference Proceeding 2010
      • Arrowood, D., Davis, R.A., Semingson, P. & Maldonado, M. (2010). Supporting Preservice Teachers as They Use Technology to Teach Children. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2138-2142). Chesapeake, VA: AACE. [national peer-reviewed proceedings; The acceptance rate for SITE conferences is 25-39%.] Retrieved from http://www.editlib.org/p/33679.
        {Conference Proceeding} [Refereed/Juried]

      Book Chapter 2010
      • Amaro-Jimenez, C. & Semingson, P. (2010). Domain I: English Language Arts and Reading. In Luis Rosado. (Eds.), TExES Generalist EC-6 (191). Piscataway, NJ: Research & Education.
        {Book Chapter} [Non-refereed/non-juried]

      Journal Article 2008
      • Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497-2531. http://www.tcrecord.org/Content.asp?ContentId=14591. Listed second out of ten under the “most e-mailed” of the journal’s website). 8% acceptance rate. 
        {Journal Article} [Refereed/Juried]

      Book Chapter 2007
      • Roser, N. L., Fuhrken, C., & Semingson, P. (2007). Assessing Literary Understanding through Book Talk. In Jeanne R. Paratore and Rachel L. McCormack. (Eds.), In Classroom Literacy Assessment: Making Sense of What Students Know and Do.
        {Book Chapter} [Non-refereed/non-juried]

      Book Review 2007

Presentations

    • September  2014
      Pre-service teachers using and reflecting on social networking sites (Facebook, Edmodo) for cooperative learning in teacher education programs

      This paper shared results from an international study on use of microblogging with preservice teachers. Co-authors: Simone Smala, University of Queensland, Shelley MacDonald, University of Queensland.

  • Past
    •  
      American Educational Research Association
      April 2006-American Educational Research Association. Poster Presentation with Jo Worthy: "I Just Need More Information to Help My Child": Parents' Perspectives About How Their Children's Literacy Needs Are Met at School.
  • Past
    •  
      National Council of Teachers of English
      November 2005-National Council of Teachers of English, Pittsburgh, PA.  Panel presentation with Randy Bomer, Joel Dworin, and Laura May. Working with Students in Poverty: Bad and Good Ideas about Supporting-Not Slandering-Students from Low-Income Families.
  • Past
    •  
      43rd Annual Rose Spicola Reading Conference
      February 2007--Presenter at 43rd Annual Rose Spicola Reading Conference, Texas Woman’s University, Denton, TX. Parent’s Perspectives About How Their Children’s Literacy Needs Are Met at School.
  • Past
    •  
      Texas Council of Teachers of English Language Arts
      January 2007—Texas Council of Teachers of English Language Arts. Annual Conference, Dallas, TX.
  • Past
    •  
      Texas State Reading Association Conference
      November 2006—Texas State Reading Association Conference, Austin, TX. Demonstration workshop. Reading and Writing Memoir Using Bilingual Books.
  • Past
    •  
      TexTESOL State Conference
      October 2006 --TexTESOL State Conference, Austin, TX. Demonstration workshop with Sherry Steen and Mónica Vásquez Neshyba: English Language Development through Literature: Strategies for Multilingual Classrooms. 
  • Past
    •  
      Texas Association of Bilingual Educators
      October 2004—Demonstration workshop with Mónica Vásquez Neshyba at Texas Association of Bilingual Educators, El Paso, TX. Using Culturally Responsive Literature to Teaching Writing and Comprehension.
  • Past
    •  
      Graduate Student Colloquium. U.T. Austin
      September 2006. Graduate Student Colloquium. U.T. Austin. Using quick-writes as a springboard to “grand conversations”
  • Past
    •  
      Texas Foreign Language Education Conference. U.T. Austin
      February 2006. Texas Foreign Language Education Conference. U.T. Austin. Poster session co-presented with Mónica Vásquez Neshyba. Using Culturally Responsive Children's Literature to Explore Identity: Bilingual Books and More.
  • Past
    •  
      Bilingual Education Student Organization (BESO) Conference
      April 2004—Bilingual Education Student Organization (BESO) Conference at St. Edward’s University.  Hands-on Comprehension for Bilingual Learners.
  • Past
    •  
      Staff development. Harris Elementary, Austin, TX
      April 2004—Staff development. Harris Elementary, Austin, TX: Engaging Students in Reading Comprehension.
  • Past
    •  
      Staff development. Harris Elementary, Austin, TX
      October 2003— Staff development. Harris Elementary, Austin, TX: Best Practices in Reading Comprehension-- self-monitoring, comprehension strategies, and metacognition.
  • Past
    •  
      Staff development. Harris Elementary, Austin, TX
      August 2003— Staff development. Harris Elementary, Austin, TX: Implementing Language Arts IPG’s.
  • Past
    •  
      Staff development. Harris Elementary, Austin, TX
      May 2003— Staff development. Harris Elementary, Austin, TX. How to Assist Struggling Readers.
  • Past
    •  
      Arlington Family Literacy Network
      Presentation on the Family Photography Project to adult and family literacy providers.
  • Past
    •  
      Texas Association of Bilingual Education
      The Photography Project
  • Past
    •  
      Texas Council of Teachers of English Language Arts Conference
      Inspirational Authors: Engaging English Language Learners with Bilingual Text
  • Past
    •  
      Staff Development: Austin Independent School District, Walnut Creek Elementary
      Presentation to 75+ faculty and administrators on Vocabulary Development for English Language Learners: "What Works".
  • Past
    •  
      Staff Development: Austin Independent School District, Graham Elementary
      Presentation to 40+ staff and administrators on Effective Literacy Instruction for English Language Learners.
  • Past
    •  
      National Association of Bilingual Education
      Engaging Bilingual Learners with Culturally Relevant Literature to Develop Comprehension and Vocabulary
  • Past
    •  
      Digital Institute: Center for Distance Education-UTA
  • Past
    •  
      Sometimes I Don't Know How to Help you But I'll Try:" Latina Mothers' Participation in their Children's Biliteracy Learning in the Home
       Rose Spicola Reading Conference, Texas Woman’s University, Denton, TX.
  • Past
    •  
      O.K., Let's figure it out all together.": Social-Collaborative Literacy Learning Practices in the Home
      National Reading Conference. Albuquerque, NM. Research presentation.
  • Past
    •  
      Web 2.0 and Opportunities for Literacy Learning
      2010 International Literacy Coaching Conference.
  • Past
    •  
      Online Mentoring in a Literacy Methods Course
      2010 International Literacy Coaching Conference, Corpus Christ, TX.
  • Past
    •  
      ‘I’m Not Seeing it at Home’: Breakdown in Communication between Home and School Literacy Practices
      American Educational Research Association, Denver, CO. Research presentation.
  • Past
    •  
      Spreading the ‘Wealth of Knowledge’: Personal Narratives of Literacy Sponsors
      American Educational Research Association, Denver, CO. Research presentation. With Dr. Carla Amaro-Jimenez.
  • Past
    •  
      Changing the Great Debate: Chall's Evolving Philosophy Across Editions
       Fort Worth, Texas. Paper presentation.
  • Past
    •  
      "Hidden Literacies" in the Home: Examining the Narratives of Marginalized Families
       National Reading Conference, Fort Worth, Texas.
  • Past
    •  
      Advantages of Blogging for Pre-Service Elementary Teachers in a Literacy Assessment Course
      National Reading Conference, Fort Worth, Texas. Part of organized symposium.
  • Past
    •  
      American Reading Forum

      Transforming Classroom Instruction and Teacher Preparation with Digital Pedagogies. Panel.

  • Past
    •  
      Changing the Great Debate: Chall's Evolving Philosophy Across Editions
      Changing the Great Debate: Chall's Evolving Philosophy Across Editions. National Reading Conference, Fort Worth, Texas. Paper presentation.
  • Past
    •  
      Society for Information Technology and Teacher Education (SITE)
      Semingson, P. & White, K. (Forthcoming, 2012). Developing Pre-Service Teachers’ Knowledge about Phonics via Video-Based Modules and Discussion Prompts. Presentation to the Society for Information Technology and Teacher Education (SITE). Austin, TX. Refereed Presentation.

Support & Funding

This data is entered manually by the author of the profile and may duplicate data in the Sponsored Projects section.
    • Jan 2012 to Present Digital Mentoring in an Online Literacy Graduate Course sponsored by  - $4050
    • Jan 2012 to Present Pilot Grant for e-course materials sponsored by  - $1000
    • Jan 2011 to Present Modeling Active Learning for Pre-Service Teachers Using Web 2.0 Technologies (PI) (with Kevin White) sponsored by  - $5000
    • Jan 2011 to Present Identifying the Professional Development Needs of Teachers at a Culturally and Linguistically Diverse, Minority-Majority Charter School (with Yolanda Parker, Carla Amaro-Jimenez, and Kevin White) sponsored by  - $3000
    • Jan 2010 to Present Service Learning Faculty Fellow sponsored by  - $2000
    • Jan 2009 to Present Jeanne S. Chall Research Grant (PI) sponsored by  - $2500
    • Jan 2009 to Present Innovative Teaching Grant (PI) sponsored by  - $3500
    • Jan 2009 to Present Faculty Fellowships on Sustainability in the Curriculum sponsored by  - $5000
    • May 2015 to May 2016 Incorporating Just-in-Time Learning via Microblogging in an Online Undergraduate Course sponsored by  - $3000
    • May 2015 to Mar 2016 Incorporating Just-in-Time Learning via Microblogging in an Online Undergraduate Course sponsored by  - $4994

Recordings

  • 2014
    • Oct 2014 YouTube Channel

      This YouTube channel has over 100 videos, many of which are focused on literacy education.

      [Non-refereed/non-juried]

Courses

      • LIST 4373-001 LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.  Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Fall - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • LIST 5373-002 FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

        Summer - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • LIST 4373-002 LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        LIST 4373  LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITINGBalanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Summer - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING

        LIST 4373. LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING. 3 Hours.

        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Spring - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • LIST 5361-001 LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES

        LIST 5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES. 3 Hours.

        Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications.

        Spring - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • LIST 5373-005 LIST 5373: Foundations of Literacy Learning in EC-6 Classrooms

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 5373-005 LIST 5373: Foundations of Literacy Learning in EC-6 Classrooms

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING

        Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Fall - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LIST 5346-005 TEACHING THE WRITING PROCESS

        Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.

      • LIST 5373-005 LIST 5373: Foundations of Literacy Learning in EC-6 Classrooms

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 5373-002 FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 4373-002 LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        LIST 4373  LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.  Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

      • LIST 4373-003 LIST 4373-001 - LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.  Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Spring - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LIST 5373-001 FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 5373-005 FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 4373-001 List 4373-001

        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.  Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Spring - Regular Academic Session - 2014 Download Syllabus Contact info & Office Hours
      • LIST 5384-001 List 5384-001

        LIST 5384. Advanced Pedagogy of Writing. This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini lessons and writing as a process curriculum.

        Spring - Regular Academic Session - 2014 Download Syllabus Contact info & Office Hours
      • LIST 4373-001 List 4373-001

        LIST 4373: LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Fall - Regular Academic Session - 2013 Download Syllabus Contact info & Office Hours
      • LIST 5346-001 LIST 5346. Teaching the Writing Process

        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini-lessons and an integrated writing unit.

        Fall - Regular Academic Session - 2013 Download Syllabus Contact info & Office Hours
      • LIST 4373-001 List 4373-001

        LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Summer - Intersession - 2013 Download Syllabus Contact info & Office Hours
      • LIST 5346-005 List 5346-005

        LIST 5346 Teaching the Writing Process

        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini-lessons and an integrated writing unit.

      • LIST 5373-001 List 5373-001

        LIST 5373   FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS 

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

      • LIST 5384-001 Advanced Pedagogy of Writing
        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini lessons and writing as a process curriculum.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • LIST 5373-005 LIST 5373: Foundations of Literacy Learning in EC-6 Classrooms

        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

        Spring - Regular Academic Session - 2013 Download Syllabus
      • LIST 4373-003 LIST 4373-001 - LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING

        LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit. Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

        Spring - Regular Academic Session - 2013 Download Syllabus 1 Link
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit. Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2012 Download Syllabus
      • LIST 5346-001 TEACHING THE WRITING PROCESS
        LIST 5346. Teaching the Writing Process Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
        Fall - Regular Academic Session - 2012 Download Syllabus
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.Balanced literacy approach to teaching with an emphasis on reading and writing.Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.Balanced literacy approach to teaching with an emphasis on reading and writing.Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LIST 5346-001 TEACHING THE WRITING PROCESS
        Current research and theory on the writing process, how children develop as writers, the teacher's role, the
        learning environment, and motivation, assessment, and evaluation in writing.
        LIST 5346. Teaching the Writing Process (3-0)
        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through
        writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing
        assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and
        expressive pieces as well as design and micro teach mini-lessons and an integrated writing unit.
        Graded A,B,C,D,F,P,W
        Prerequisite: LIST 5381 and LIST 5382
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        LIST 4373 - 001   LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.Balanced literacy approach to teaching with an emphasis on reading and writing.Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LIST 5346-001 TEACHING THE WRITING PROCESS
        Current research and theory on the writing process, how children develop as writers, the teacher's role, the
        learning environment, and motivation, assessment, and evaluation in writing.
        LIST 5346. Teaching the Writing Process (3-0)
        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through
        writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing
        assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and
        expressive pieces as well as design and micro teach mini-lessons and an integrated writing unit.
        Graded A,B,C,D,F,P,W
        Prerequisite: LIST 5381 and LIST 5382
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing.Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Summer - Regular Academic Session - 2011
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing.Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Spring - Regular Academic Session - 2011
      • LIST 5346-001 TEACHING THE WRITING PROCESS
        This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini-lessons and a Web-based integrated writing unit.
        Spring - Regular Academic Session - 2011
      • LIST 5346-002 TEACHING THE WRITING PROCESS
        Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
        Fall - Regular Academic Session - 2010
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2010
      • LIST 4378-001 TEACHING , READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES
        Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.
        Fall - Regular Academic Session - 2010
      • LIST 5373-001 Foundations of Literacy Learning in the Primary Grades Academic Partnership
        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.
        Fall - Regular Academic Session - 2010
      • LIST 5373-002 FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS
        Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.
        Summer - Regular Academic Session - 2010
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Summer - Regular Academic Session - 2010
      • LIST 4374-001 LITERACY LEARNING FOR EC-6 STUDENTS: LITERATURE AND LANGUAGE
        Comprehensive approach to literacy instruction. Emphasis on using genres of children¿s literature to promote language and literacy development. Instructional models and techniques for using children¿s literature across the curriculum. Use of appropriate media and non-print materials, selection and evaluation of literature, and strategies for stimulating and expanding children's response to literature.
        Summer - Regular Academic Session - 2010
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Spring - Regular Academic Session - 2010
      • LIST 4373-002 LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Spring - Regular Academic Session - 2010
      • LIST 5346-001 TEACHING THE WRITING PROCESS
        Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
        Fall - Regular Academic Session - 2009
      • LIST 4378-002 TEACHING , READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES
        Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.
        Fall - Regular Academic Session - 2009
      • LIST 4378-002 TEACHING , READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES
        Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.
        Fall - Regular Academic Session - 2009
      • LIST 4373-001 LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING
        Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
        Spring - Regular Academic Session - 2009
      • LIST 4376-002 ASSESSMENT IN LITERACY LEARNING
        Examines a variety of formal and informal assessment tools of reading and language arts learning. Strategies will be taught for helping children with various reading and language arts needs. Students will apply reading and writing assessment and instructional strategies with children
        Spring - Regular Academic Session - 2009

Other Service Activities

  • Uncategorized
    • May 2013 Community Service
      • Volunteer for "Arlington Reads" through Arlington Public Library.   August, 2008-present
      *Advisory board member, Arlington Reads, Arlington Public Library. January, 2009-present.
      President of Capital Area Reading Council, 2007-2008; Local affiliate of the International Reading Association.
      •    Co-editor and contributor to "What's up Doc", Doctoral student newsletter, UT Austin, 2004-2007.
      •    Reviewer of conference proposals for National Reading Conference, 2007.
      •    Reviewer of conference proposals for AERA, 2006.
      •    Reviewer for Women's and Gender Studies Graduate Student Journal, 2005.
      •    Reviewer for Topics in Education: Review of Research and Practice, 2005.
      •    School Year, 2003-2004—coordinated and presented four well-attended Third Grade Family Literacy Nights in English & Spanish at Harris Elementary. Recruited volunteers, developed agenda and materials, and utilized community resources.
      •    Established "Literacy Libraries" for grades 3-5 at Harris Elementary. Gathered over 1,000 books from community to donate to Harris school to build bilingual classroom lending libraries.
      •    Volunteer for Reading is Fundamental, Summer & Fall, 2004.
    • May 2013 Awards

      2013 Excellence in Distance Learning Teaching from the United States Distance Learning Association (USDLA). Won. http://usdla.org/call-for-nominations/

      2013 Nominated for Regents' Outstanding Teaching Award. (UTA; Application submitted March, 2013)

      2013 Nominated for President’sAwardforExcellenceinTeaching: Untenured Tenure Track (UTA)

      2012 President’sAwardforExcellenceinTeaching: Untenured Tenure Track (UTA)

      2011 Nominated for Piper Professor Award (UTA, COEDHP)

      2010   UTA President’s Award for Excellence in Distance Education Teaching (Won in 2010)

      2009     Nominated for 2009 Bridge AwardsNorth Texas Literacy Coalitionfor Literacy Advocacy

    • May 2013 COEDHP Committee-Research Committe (2009-2012)
    • May 2013 University Committee--Sustainability (Curriculum, Education Committee; 2010-present)
    • May 2013 Journal Reviewer: Language Arts (National Council of Teachers of English) 2012-present
    • May 2013 NRC Yearbook Reviewer (2011)
    • May 2013 AERA Proposal Reviewer (2011, 2012)
    • May 2013 University Undergraduate Curriculum Committee (2012-present)