Professor Susi Long

University of South Carolina 321 St. James Street. Columbia, SC 29205 803-467-3471

susilong52@gmail.com slong@mailbox.sc.edu

ACADEMIC DEGREES Ph.D. The Ohio State University

1995 Early & Middle Childhood Education Emphasis: Language and Literacy Education, Cross-Cultural Learning

M.A. University of South Florida

1977 Reading Education B.S. Florida State University

1974 Elementary and Early Childhood Education PROFESSIONAL EXPERIENCE

January-July, 2014 Visiting Professor, Early Childhood Education Teachers College, Columbia University – New York, NY 2008 – present Professor, Instruction and Teacher Education University of South Carolina – Columbia, SC 2009 – 2013 Moore Child Advocacy Distinguished Chair University of South Carolina – Columbia, SC

2003-2008 Associate Professor, Instruction and Teacher Education University of South Carolina – Columbia, SC

1997-2003 Assistant Professor, Instruction and Teacher Education University of South Carolina - Columbia, SC

1996 – 1997 Adjunct Instructor, Reading Foundations University of South Carolina - Beaufort Campus

1992 -1993 Instructor, Reading Foundations Boston University Overseas Program – Keflavík, Iceland 1989 - 1991 Graduate Teaching Associate Ohio State University - Columbus, OH

1982-1983 Instructor, English Literature Pedagogische Hochschule – Flensburg, Germany

1981 - 1983 Classroom Teacher, Multi-aged class (Kindergarten – Grade 3) Flensburg American School - Flensburg, Germany

1980 - 1981 Classroom Teacher, Grade 2 Bremerhaven American School – Bremerhaven, Germany 1974 - 1980 Classroom Teacher, Grades 1, 2, 3 Sandy Lane Elementary School - Clearwater, FL

2 AWARDS AND HONORS

2019 Fulbright Canada Research Chair in Education Awardee University of Alberta, Canada 2019 Educational Foundation Award for Research in Professional Sciences Office of the Provost, University of South Carolina 2019 Book Launch: “We’ve been doing it your way long enough:” Choosing the

Culturally Relevant Classroom Invited by Program of Literacy and Culture

Goldsmiths College, University of London 2018 Nominated, Distinguished Undergraduate Research Mentor Award University of South Carolina 2017 Affiliate Faculty Member, Center for Excellence and Equity of African American

Students, University of South Carolina (5-year term) 2017 Visiting Scholar and Keynote Presentation, Center for Urban Education University of Pittsburgh, College of Education Summer Educator Forum 2017 Visiting Scholar, University of London, Goldsmith’s College

Spring Seminar Series Presentation: “We’ve been doing it your way long enough”: Anti-racist teaching through decolonized curriculum

2016 Member, Standing Committee on Diversity and Inclusion Nominated by Presidential Team, National Council of Teachers of English (NCTE) 2016 – 2018 Mentor, Cultivating New Voices of Scholars Among Color Program National Council of Teachers of English 2014 - 2019 Fulbright Specialist Roster Designation U.S. Department of State Bureau of Educational and Cultural Affairs 2014 Visiting Professor, Early Childhood Education Teachers College, Columbia University - New York, NY 2013 Early Literacy Educator of the Year Award National Council of Teachers of English, Early Childhood Education Assembly 2013 Excellence in Teaching Award Mortar Board National Senior Honor Society, University of South Carolina 2013 College of Education Research Award University of South Carolina 2012 Featured Scholar Office of the Vice President for Research, University of South Carolina

3 2012 - 2014 Chair, Board of Trustees of the Research Foundation National Council of Teachers of English 2012 – 2014 Mentor, Cultivating New Voices of Scholars Among Color Program National Council of Teachers of English 2012 - 2014 Invited Member, Research Forum National Council of Teachers of English 2011 – 2014 Invited Member, Standing Committee on Research National Council of Teachers of English 2011 Co-Organizer, Co-PI (Dr. Gloria Boutte, PI and Director)

Sankofa: Connecting Sierra Leone’s History, Language, and Culture to Teach Current and Future Generations of U.S. Students

Fulbright Hayes Group Project Abroad 2009 - 2012 Elected Trustee, Board of Trustees of Research Foundation National Council of Teachers of English 2006 – 2008 Elected Member, Executive Committee National Council of Teachers of English 2007 – 2008 Appointed Chair: Educational Policy and Governmental Relations Committee National Council of Teachers of English 2006 - 2008 Elected Assistant Chair: Elementary Section Steering Committee National Council of Teachers of English 2004 - 2008 Elected Member: Elementary Section Steering Committee National Council of Teachers of English 2005 Advocate for African American Students Award

Center of Excellence for Education and Equity of African American Students Benedict College, Columbia SC

2001 George Lackey Award for Inspirational Teaching College of Education, University of South Carolina

1997 NCTE’s 1997 Promising Researcher National Council of Teachers of English

1991 Graduate Student Alumni Research Award The Ohio State University

1991 Finalist: Graduate Associate Teaching Award The Ohio State University

4 SCHOLARSHIP

RESEARCH SERIES CO-EDITOR 2010-present

Routledge/National Council of Teachers of English Research Series with Dr. Valerie Kinloch, University of Pittsburgh

EDITORIAL BOARDS Education in a Democracy, National Network for Educational Renewal Journal of Early Childhood Education, UK GUEST CO-EDITOR, RESEARCH JOURNAL SPECIAL ISSUE 2012-2013

Journal of Early Childhood Literacy, 13(3). Literacy Learning as a Syncretic Practice. (with Dr. Eve Gregory, University of London and Dr. Dinah Volk, Cleveland State University)

BOOKS

Long, S., Baines, J., & Tisdale, C. (2018). “We’ve been doing it your way long enough”: Choosing the culturally relevant classroom. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M. & Vasquez, V. (Eds.) (2016). Courageous leadership in early

childhood education: Taking a stand for social justice. New York, NY: Teachers College Press. Long, S. with Hutchinson, W. & Neiderhiser, J. (2011). Supporting students in the time of

Common Core Standards, 4K Through Grade 2. Urbana, IL: National Council of Teachers of English. Long, S., Abramson, A., Boone, A., Borchelt, C., Kalish, R., Miller, E., Parks, J., Tisdale, C.

(2006). Tensions and triumphs in the early years of teaching: Real world findings and advice for supporting new teachers. Urbana, IL: National Council of Teachers of English. Gregory, E., Long, S., & Volk, D. (Eds) (2004). Many pathways to literacy: Young children learning with siblings, peers, grandparents, and communities. London, UK: RoutledgeFalmer. REFEREED ARTICLES AND BOOK CHAPTERS

Wynter-Hoyte, K., Long, S., Frazier, J., & Jackson, J. (accepted). Liberatory praxis in preservice teacher education: Claiming Afrocentrism as foundational in critical language and literacy teaching. International Journal of Qualitative Studies in Education.

Williams, T. & Long, S. (2019). Challenging the Eurocratic norm: A framework for classroom

caring as humanizing, decolonizing, and culturally relevant teaching. In International Handbook of Middle Level Education: Theory, Research, and Policy. Charlotte, NC: Information Age Publishing.

Wynter-Hoyte, K., Muller, M., Bryan, N., Boutte, G., and Long, S. (2018). Dismantling

Eurocratic Practices in Teacher Education: A Preservice Program Focused on Culturally Relevant, Humanizing, and Decolonizing Pedagogies. In T. Hodges & A. Baum (Eds.). Handbook of research on field-based teacher education. Pennsylvania: IGI Global

5 Long, S. (2016). A sense of urgency. In L. Vally, Gregory, E. & Volk, D. (Eds.). Navigating

languages, literacies, and identities: Religion in young lives. London, UK: Routledge.

Long, S., Volk, D., López-Robertson, J., & Haney, M. J. (2014). “Diversity as a verb” in preservice teacher education: Creating spaces to challenge the profiling of young children. Contemporary Issues in Early Childhood, 15(2).

Long, S. & Long, K. (2014). “They don’t really know me”: Mother-Daughter Insights for

Researchers and Teachers. In B. Kabuto & P. Martens (Eds.), Linking families, learning, and schooling: Parent-researcher perspectives, New York, NY: Routledge.

Long, S., Volk, D., Baines, J., & Tisdale, C. (2013). “We’ve been doing it your way long

enough”: Syncretism as a critical process. Journal of Early Childhood Literacy, 13(3). Volk, D., Gregory, E., & Long, S. (2013). Syncretism: History, Definition, and New Insights.

Journal of Early Childhood Literacy, 13(3). López-Robertson, J. & Long, S. (2013). Linguistic rights: Applying theory in support of

heritage languages in the classroom. Actualizaciones in Comunicación Social, Santiago de Cuba, Cuba: Centro de Linguistica Aplicada.

Powers-Costello, B., López-Robertson, J., Boutte, G., Miller, E., Long, S., & Collins, S. (2012). Teaching for Transformation: Responsive Program Planning and Professional Development Aimed at Equity in Urban Settings. In A. Honigsfeld and A. Cohan (Eds). Breaking the mold of education for culturally and linguistically diverse students. New York, NY: Rowan and Littlefied.

López-Robertson, J., Long, S., & Turner-Nash, K. (2010). First steps in constructing counter narratives of young children and their families. Language Arts, 88 (2), 94-103.

Long, S. & Volk, D. (2009) Networks of support: Learning from the other teachers in

children’s lives. In Dantas, M. & Manyak, P. (Eds.). Learning from and with diverse families: School-home connections in a multicultural society. Mahwah, NJ: Lawrence Erlbaum.

Long, S., Anderson, C., Clark, M., McCraw, B. (2008). Going beyond our own worlds: A first step in envisioning equitable practice. In C. Genishi & A. L. Goodwin (Eds.). Diversities in Early Childhood Education: Rethinking and Doing. New York, NY: Routledge. Long, S., Volk, D., Romero, M. E., & Gregory, E. (2007). Invisible mediators of literacy: Learning in multicultural communities. In Martens, P. & Goodman, Y. & P. Martens (Eds.). Critical Issues in Early Literacy: Research and Pedagogy (pp. 203-214). Mahwah, NJ: Erlbaum

Reynolds, A, Long, S., & Valerio, W. (2007). Language acquisition and music acquisition:

Possible parallels. Research to Practice: A Biennial Series. Canadian Music Educators Association.

Long, S., Volk, D. & Gregory, E. (2007). Intentionality and expertise: Learning from observations of children at play in multilingual, multicultural contexts. Anthropology & Education Quarterly, 38 (3), 239-259. Volk, D. & Long, S. (2005). Challenging myths of the deficit perspective: Honoring children’s literacy resources. Young Children 60 (6), 12-19.

6 Donnelly, A., Morgan, D.N., DeFord, D.E., Files, J., Long, S., Mills, H. (2005).

Transformative professional development: Negotiating knowledge with an inquiry stance. Language Arts 82(5), 336-346.

Long, S. (2004). Passionless text and phonics first: Through a child’s eyes. Language Arts, 81 (5), 61-70. Long, S. (2004). Separating rhetoric from reality: Supporting teachers to negotiate beyond the status quo. Journal of Teacher Education, 55 (2), 141-153.

Long, S. & Volk, D. (2004). Addressing inequities: Ethnographic lessons from Mexican-American and Puerto Rican Children at Home and at School. In Jeffrey, B. & Walford, G. (Eds.). Ethnographies of Educational and Cultural Conflict: Strategies and Resolutions (pp. 83-106). Oxford, UK: Elsevier (JAI). Long, S., Bell, D., & Brown, J. (2004). Making a place for peer interactions: Mexican American kindergartners learning language and literacy. In Gregory, E., Long, S., & Volk, D. (Eds), Many pathways to literacy (pp. 93-104). London, UK: Routledge Falmer. Gregory, E., Long, S., & Volk, D. (2004). A sociocultural approach to learning. In Gregory, E., Long, S., & Volk, D. (Eds), Many pathways to literacy (pp. 6-22). London, UK: Routledge Falmer.

Gregory, E., Long, S., & Volk, D. (2004). Many pathways: Implications of syncretic literacy studies for practice and research. In Gregory, E., Long, S., & Volk, D. (Eds), Many pathways to literacy (pp. 221-225). London, UK: Routledge Falmer. Long, S. (2002). Teacher talk: A second language learner struggles to comprehend. Reading, Language and Literacy, 36 (3), 113-118. Long, S. (2002). Introduction and theoretical framework (pp. 3-8) and What made the difference? (pp. 48-52). Primary Voices, 11(2). Long, S. (2002). Engaged in going beyond: Four year olds and authoring. Ohio Journal of the English Language Arts, Spring, 32-43. Long, S. (2002). Poetry workshop: Examining convictions about teaching and learning. International Reading Association: The Dragon Lode, 20 (2), 57-67.

Long, S. (2001). Making a difference in South Carolina: Rethinking the role of teacher education. Teacher Education Journal of South Carolina. Columbia, SC: South Carolina Association of Colleges for Teacher Education. Stephens, D., Donnelly, A., Long, S., Mills, H., DeFord, D., & Manning, G. (2001). Making a difference. Teacher Education Journal of South Carolina, Columbia, SC: South Carolina Association of Colleges for Teacher Education. Long, S. (1998). Learning to get along: Language and literacy development in a new cultural setting. Research in the Teaching of English, 33 (1), 8-47.

Long, S. (1998). The significance of playmates in the acquisition of a second

language. In G. Walford & A. Massey (Eds.), Studies in educational ethnography: Children learning in context (pp. 47-57). London, England: JAI Press.

7 Long, S. (1997). Friends as teachers: The impact of peer interaction on the acquisition of a new language. In E. Gregory (Ed.), One child, many worlds: Early learning in multicultural communities (pp. 124-136). New York, NY: Teachers College Press. INVITED PUBLICATIONS

Miller, E., Boutte, G. S., Collins, S., Long, S., Lόpez-Robertson, J., Powers-Costello, B. (2009). Changes in Early Childhood Teacher Education: New Visions for Urban Education. ECE Assembly of NCTE News, 1(1), 2-4. Jennings, L., Laman, T., Long, S., & Stephens, D. (2005) Suggestions for further reading: Teaching between the cracks: Teaching as a Sociopolitical Act. Language Arts, 82 (3), 234, 234. Long, S. (2004). Learning from children as skillful teachers of their peers. School Talk, 9 (4), 5. PUBLISHED BOOK REVIEWS

Byrd, A., DeFord, D., Davis, B., Goodman, J., Long, S., Long, S., Oglan, V., Rodriquez, S., & Stephens, D. (2016). Professional Book Reviews: Transformative Texts. In Language Arts.

Williams, T., DeFord, D., Donnelly, A., Long, S., López-Robertson, J., Styslinger, M., Walker, N. (2013). Understanding Community Literacies as Foundational to Teaching Excellence. In Language Arts 90 (6).

Long, S., López-Robertson, J., Styslinger, M. (2013). From Local to Global: Helping Students

Make an Environmental Difference. In Language Arts 90(4), 281-287. Long, S., López-Robertson, J., Mills, H. (2012). Supporting Students as Writers Across

Languages: Inquiries and Insights. In Language Arts, 89(6), 415-420. Laman, T., Long, S., López-Robertson, J. (2011). Professional book reviews: Building

knowledge for life. In Language Arts, 89(1), 57-64. Long, S. (2005). Review of A child’s work: The importance of fantasy play, Paley, V. (2004).

In Journal of Early Childhood Literacy, 5(1), 79-90. Long, S. (2002). Review of Learning to teach reading: Setting the research agenda, Roller, C.

(Ed.) (2001). In Journal of Early Childhood Literacy, 2(1), 119-124. MANUSCRIPT REVIEWS: Teachers College Press Routledge

Language Arts, National Council of Teachers of English The Reading Teacher, International Literacy Association

Journal of Early Childhood Literacy Journal of Research in Childhood Education Research in the Teaching of English, National Council of Teachers of English American Educational Research Journal/Social and Institutional Analysis (AERJ/SIA), Ethnography and Education, Routledge, UK Anthropology and Education Quarterly, American Anthropological Association Ohio Journal of the English Language Arts, Ohio Council of Teachers of English

8 EDITORSHIP: NCTE’s School Talk Crafton, L. & Long, S. (Eds.). (July 2007). Communities of practice: Drawing strength from one another. School Talk, 12(4). Long, S. & Crafton. L. (Eds.). (April, 2007). Communities of practice: The role of classroom communities in shaping identities. School Talk, 12(3). Long, S. & Crafton, L. (Eds.). (January, 2007). Communities of practice: Sites for professional growth and change. School Talk, 12(2). Long, S. & Crafton, L. (Eds.) (October, 2006). Communities of practice: Learning as participation. School Talk, 12(1). Long, S. & Sibberson, F. (Eds.) (July, 2006). Broadening visions of what counts: Home and community literacies. School Talk, 11(4). Long, S. & Sibberson, F. (Eds.) (April, 2006). Broadening visions of what counts: What teachers say about what really matters. School Talk, 11(3). Long, S. & Sibberson, F. (Eds.) (January, 2006). Broadening visions of what counts: Rethinking small groups. School Talk, 11(2). Long, S. & Sibberson, F. (Eds.) (October, 2005). Broadening visions of what counts: Assessment as knowing and being known. School Talk 11(1). CURRICULUM PRODUCTS FOR PROFESSIONAL DEVELOPMENT

Long, S. (2010). Native American representation in schools and society: An insider shares his experiences (video tape and accompanying materials packet). Columbia, SC: University of South Carolina Distance Education and Instructional Support.

Long, S. (2008). Reading aloud in elementary school classrooms. (video tape and

accompanying materials packet). Columbia, SC: University of South Carolina Distance Education and Instructional Support.

Long, S. (2005). Classroom environments: Classroom tours K-3 (video tape and

accompanying materials packet). Columbia, SC: University of South Carolina Distance Education and Instructional Support.

Serabin, W., Long, S.. & Egawa, K. (2002). An inquiry study of early literacy. Urbana, IL:

National Council of Teachers of English Reading Initiative. Long, S. (2002). Shared reading: Thoughts and ideas (90-minute video tape with 41–page accompanying booklet). University of South Carolina: Distance Education and Instructional Support. Long, S. (2001). Supporting children as readers and writers: Using what we know (6-hour video tape with 46-page accompanying booklet). University of South Carolina: Distance Education and Instructional Support.

9 Long, S., Martens, P., Mills, H., Stephens, D., Egawa, K. (2001). An inquiry study of language and literacy learning. Urbana, IL: NCTE Reading Initiative. PRESENTATIONS (INTERNATIONAL MEETINGS IN BOLD) August 2019 University of Ghana, Accra Ghana Reclaiming Lost Narratives: Beyond 400 Years of Enslavement (2-Day Symposium) Reclaiming African history in teaching young children: Practices from the U.S. April 2019 Meredith College – Raleigh NC

Invited Talk: Decolonizing, Humanizing Practices in the Culturally Relevant Classroom: Committing to a New Norm

Discussions on Equitable Literacy Practices Series

March 2019 Goldsmiths College, University of London – London, UK Invited Book Launch & Scholarly Panel

Navigating Languages, Literacies and Identities: Religion in Young Lives March 2019 Reconceptualizing Early Literacies Conference - Manchester, UK Sponsored by the Journal of Early Childhood Literacy

Justice Starts Here: Reconceptualizing Early Childhood Literacy Education in the Commitment to Humanizing and Anti-Racist Practices

Jan. 2019 Center for the Education and Excellence of African American Children Annual Conference – Columbia SC “Nobody’s free until we’re all free”: Culturally Relevant Teaching as Action for Justice. Nov. 2018 Texas State University, College of Education - San Marcos TX: Visiting Scholar Choosing the Culturally Relevant Classroom: Replacing the Eurocratic Norm

• Invited Presentation for General Public, Local Teachers, Faculty, and Students • Presentation for Faculty Book Study Group

Nov. 2018 National Council of Teachers of English – Houston, TX #BlackLivesMatter and Afrocentric praxis for Every Classroom

Nov. 2018 National Council of Teachers of English – Houston, TX

Nurturing and Sustaining Critical Educators: A Mentoring and Network Session Nov. 2018 National Council of Teachers of English – Houston, TX

Envisioning Our Future: Joint Session for the Committees on Anti-Racism & Bias/Diversity and Inclusivity

Oct. 2018 Conference on Critical Pedagogy and Paulo Freire – Columbia SC “We’ve been doing it your way long enough:” Choosing the Culturally Relevant

Classroom. Oct. 2018 Association for Constructivist Teaching National Conference – Columbia SC Teaching on the Right Side of Change: Revolutionary Pedagogies Through Culturally

Relevant Teaching, K-3

10 Oct. 2018 Association for Constructivist Teaching National Conference – Columbia SC “Oh, I didn’t see your hand raised”: Strategies for Anti-Racist Teaching in Early

Childhood Classrooms and Preservice Teacher Education. October 2018 University of North Carolina, Charlotte - College of Education Diversity Committee Charlotte NC Challenging the Status Quo in the Education of All Students April 2018 Solidarity Now: 2018 Multicultural Education Conference – Sacramento, CA “We've been doing it your way long enough”: Choosing the Culturally Relevant

Humanizing Classroom March 2018 Let’s Talk Racism Conference, North Carolina Central University – Durham NC “We’ve been doing it your way long enough.” March 2018 Let’s Talk Racism Conference, North Carolina Central University – Durham NC REACH: Race, Equity, and Advocacy in Early Childhood Education. Jan. 2018 Center for the Education and Excellence of African American Children

Annual Conference – Columbia, SC Courageous Leadership: How Administrators Can Transform Schools

Nov. 2017 National Council of Teachers of English Annual Convention – St. Louis, MO “We've been doing it your way long enough”: Moving Beyond the Whiteification of

Curriculum in Early Childhood Classrooms

Aug. 2017 Richland School District One – Columbia SC If not us, then who?: Preschool Literacy, Believing in Every Child, and Teachers’ Roles

in Affecting Change. June 2017 Center for Urban Education Summer Forum, University of Pittsburgh - PA Keynote: “Teaching on the right side of change:” #BlackLivesMatter Matters for Every

Classroom. June 2017 Center for Urban Education Summer Forum, University of Pittsburgh, PA Two-Day Workshop Presentation: If not us, then who?: Normalizing Critical

Pedagogies in Culturally Relevant Teaching. June 2017 Richland School District One - Columbia SC

Two-Day Workshop for PreK Teachers and Teaching Assistants “The way you do the things you do”: Supporting PreK Readers and Writers March 2017 Goldsmiths College, University of London – London, UK

Book Launch & Scholarly Panel Navigating Languages, Literacies and Identities: Religion in Young Lives March 2017 Goldsmiths College, University of London Spring Seminar Series – London, UK Visiting Scholar Presentation

“We’ve been doing it your way long enough”: Anti-racist Teaching Through Decolonized Curriculum

11 June 2016 Bradley Elementary School, Richland School District One - Columbia SC Two-day workshop: PreK-Grade Two: Living, Loving, and Learning Literacies June 2016 Bradley Elementary School, Richland School District One – Columbia SC Two-day workshop: Grades Three-Five: Living, Loving, and Learning Literacies Nov. 2016 National Council of Teachers of English – Atlanta, GA Closing Keynote: The Day of Early Childhood “It’s time to rewrite the story”: Active Anti-racist Teaching through Critical Dance and

Visual Arts Literacies in Early Childhood Education

Oct. 2016 Richland School District One Closing the Achievement Gap Conference Columbia SC

#BlackLivesMatter in Early Education: Hopeful Practices for Every Demographic

Aug. 2016 Richland School District One – Columbia SC Literacy and Social Studies: Teaching More through Curricular Integration Nov. 2015 National Council of Teachers of English – Minneapolis, MN

Professional Dyads and Culturally Relevant Teaching: An Early Literacy Initiative

Nov. 2015 Closing the Achievement Conference, Richland School District I – Columbia, SC Beyond the Rhetoric of Culturally Relevant Teaching: Real Talk about Equity,

Relationships, and Classroom Practice April 2015 American Educational Research Association – Chicago, IL Division K Graduate Student Seminar Negotiating AERA and the Theoretical Frame Nov. 2014 International Conference on Urban Education – Montego Bay, Jamaica

Rhetoric to Action in Early Childhood Classrooms: Teacher-Teacher Educator Partnerships and Culturally Relevant Teaching

Oct. 2014 Taiwan Delegation of Teachers and Administrators – Teachers College, Columbia

University – New York, NY “I can do that!”: Strategies for Supporting Literacy Learning for Every Child Nov. 2014 National Council of Teacher of English – Washington D.C. NCTE Research Grants: Advice and Support for Developing Your Proposal March 2014 QUIERE Colloquium, Teachers College, Columbia University – New York, NY Intergenerational Texts and Syncretic Practice: Challenging a Norm of Privilege Nov 2013 National Council of Teachers of English – Boston, MA Taking a Learner’s Stance: Practitioners Engaging with Diverse Families in Homes

and Communities (Discussant) July 2013 The Bread Loaf School of English, Santa Fe, NM

“We've been doing it your way long enough": Culturally Relevant Teaching That Challenges the Status Quo

12 Jan. 2013 XIII Simposio Internacional de Comunicación Social – Santiago de Cuba, Cuba

Linguistic Rights: Applying Theory in Support of Heritage Languages Nov 2012 National Council of Teachers of English - Las Vegas, NV Opening Keynote, The Day of Early Childhood

Making the Unconventional Conventional: Literacy, Identity, and Social Action Nov 2012 National Council of Teachers of English - Las Vegas, NV

From Promising Research to Critical Scholarship: Conversations with Former Promising Researchers

Oct 2012 Richland District One – Columbia SC Teaching Innovatively in a Time of Core Standards July 2012 Sankofa Conference: - Columbia SC, Opening Keynote with Dr. Gloria Boutte

Common Core State Standards and Culturally Relevant Pedagogies Feb 2012 NCTE Assembly for Research - Tuscaloosa, AL

Beyond the Boundaries of Yesterday’s Theories: Sustaining Equity Pedagogies Through Mutual Mentorship Across Space and Time

Nov 2011 National Council of Teachers of English - Chicago IL

“And then I met her at home and knew her completely differently”: Reconceptualizing Home Visits as Family and Community Engagements for Teachers

Nov 2011 National Council of Teachers of English - Chicago IL

Culturally Relevant Practices in Early Childhood: Teachers Seeking Equity. Nov 2011 National Council of Teachers of English - Chicago IL

Supporting Students in a Time of Common Core Standards (K-2) May 2011 Institute for the Study of the African American Child (ISAAC) Conference on Research

Directions – Hilton Head, SC. What Does it Mean to Teach to Transgress? Literacy Practices from TEE (Teachers for Equity in Education)

Feb. 2011 Annual Ethnography in Education Research Forum – Philadelphia, PA

Creating Conflict with the Norm: Learning from Communities to Redefine“Best Practice” Oct. 2011 19th Reconceptualizing Early Childhood Education Conference – London, UK

Constructing Equitable Practice: From Best Practice to Caring Practice. Nov. 2010 National Council of Teachers of English - Orlando FL

Community Literacies as Pathways to Young Children’s Learning. Nov. 2010 National Council of Teachers of English - Orlando FL

Changes in Early Childhood Education: New Visions for Urban Education.

13 July 2010 International Reading Association World Congress – Auckland, New Zealand Best Practice for Whom?: International Comparisons of Literacy Policies and Practices as Educators Take the Lead from Children, Families, & Communities. Feb. 2010 Annual Ethnography in Education Research Forum – Philadelphia, PA

Four Teacher Educators, Four Approaches: Countering Deficit View In Preservice Teacher Education

Nov. 2009 National Council of Teachers of English – Philadelphia, PA Young Children Learning in Diverse Communities: Language and Literacy Strategies

for Early Childhood Teachers

October 2009 Conference on the Educational Needs and Strengths of Mexican Youth and Families - Teachers College, Columbia University - New York, NY

Early Childhood Education: Building on Strengths of Latino/a Children & Families

May 2009 International Reading Association Annual Convention - Minneapolis, MN Literacy at the Crossroads of Home and School Learning: Conversations with Parent-Researchers Nov. 2008 National Council of Teachers of English – San Antonio, TX Preparing Teachers to Be Learners With Families and Communities April 2008 American Educational Research Association – New York

Networks of Support: Learning from the Other Teachers in Children’s Lives. Nov. 2007 National Council of Teachers of English – New York

Diverse Families, Diverse Literacies Nov. 2007 National Council of Teachers of English – New York

Intentionality and Expertise in Young Children’s Sociodramatic Play in Multicultural, Multilingual Contexts

Nov. 2007 National Council of Teachers of English – New York Tensions and Triumphs in the Early Years of Teaching Nov. 2007 National Council of Teachers of English – New York Chair: Closing Keynote for the Day of Early Childhood Presenters: Celia Genishi and Anne Haas Dyson April 2007 American Educational Research Association – Chicago IL Networks of Support: Learning from the Other Teachers in Children’s Lives.

Nov. 2006 National Council of Teachers of English – Nashville, TN

Critical Issues in Early Literacy Nov. 2006 National Council of Teachers of English – Nashville, TN The Teachers We Hope to Be: New Teachers Speak Out, Do You Hear Us?

14 August 2006 International Reading Association World Congress – Budapest, Hungary

Critical Issues in Early Literacy: Their Significance for Parents, Teachers, and Children of Diverse Backgrounds

April 2006 American Educational Research Association – San Francisco, CA

New Teachers Struggle to Survive and Thrive: The Role of Teacher Educators

April 2006 American Educational Research Association – San Francisco, CA Critical Issues in Early Literacy: Their Significance for Parents, Teachers, and Children of Diverse Backgrounds Dec. 2005 National Reading Conference – Miami, FL

Debunking the Deficit Perspective: A New look at Literacy Learning in Multilingual Play Contexts

April 2005 American Educational Research Association – Montreal, Canada

Many Pathways to Literacy: Young Bilingual Children Learning with Siblings, Grandparents, Peers, and Communities

Nov. 2004 Many Pathways to Literacy: Seminar and Book Launch – London, UK Goldsmith’s College, University of London

Moving Forward: What Does Our Work Mean for Teacher Education? Nov. 2004 National Council of Teachers of English – Indianapolis, IN Supporting the New Language Learner: Lessons From the ‘Other’ Teachers in Young Children’s Lives Nov. 2004 National Council of Teachers of English – Indianapolis, IN

Tragedy and Triumph in the First Years of Teaching: Astonishing Realities May 2004 International Reading Association – Reno, NV Preparing Literacy Learners for the Journey of a Lifetime: Exploring Literacies for the Future Jan. 2004 Critical Issues in Early Literacy, International Forum - Tucson, AZ Invisible Mediators of Literacy: Learning in Multicultural Communities Nov. 2003 National Council of Teachers of English – Pittsburg, PA In the Company of Movers and Shakers: SC READS Partners Reflect on Growth and Transformation Nov. 2002 National Council of Teachers of English – Atlanta, GA Negotiating Beyond the Status Quo: The Early Years of Teaching Sept. 2002 University of Oxford Ethnography and Education Conference - Oxford, UK

Addressing Inequities: Literacy Lessons from Mexican-American and Puerto Rican Children at Home and at School

April 2002 American Educational Research Association – New Orleans, LA Rhetoric and Reality: A Study of the Early Years of Teaching and Syncretism in Multilingual Settings: Dramatic Play and Literacy Learning

15 Nov. 2001 National Council of Teachers of English Annual Convention – Baltimore, MD

Educators Learning Together: The Reflective Exploration of Theory in Action March 2001 University of Pennsylvania Ethnography in Education Forum – Philadelphia, PA

Syncretism and Sociodramatic Play: Learning in Multicultural Settings August 2000 Fourth International Conference for Global Conversations on Language and Literacy - Utrecht, The Netherlands Literacy Learning In and Out of School: Stories from Three Cultures April 2000 American Educational Research Association – New Orleans, LA

School-University Partnerships: Constructing Contexts for Inquiry, Learning, and Transformation

April 2000 American Educational Research Association – New Orleans, LA

Literacy Learning In and Out of School: Siblings and Peers as Teachers in Multilingual/Multicultural Communities in the US and Britain

April 2000 International Roundtable on School, Family, and Community Partnerships – New Orleans, LA Children as Mediators of Learning in Cross-Cultural Contexts

Nov. 1999 National Council of Teachers of English - Denver, CO Reimagining University-School Partnerships: Impacting Literacy Practices

August 1999 VIIIth International Congress for the Study of Child Language University of the Basque Country - San Sebastian, Spain

Informal Peer Interaction and Language Learning: An Ethnographic Look at Second Language Acquisition

June 1999 Reconceptualizing Early Childhood Education 8th Interdisciplinary Conference

Columbus, OH Ethics in Early Childhood Ethnography: Do We Marginalize Children or Silence Ourselves?

March 1999 National Council of Teachers of English Spring Conference - Cincinnati, OH

Sociodramatic Play: Discovering Language and Friendship for a Bilingual Child Jan. 1999 QUIG Conference on Qualitative Research, University of Georgia – Athens, GA Child Participants: Giving Voice and Control Nov. 1998 National Council of Teachers of English - Nashville, TN Listening to Our Child Participants: Growing As Researchers

August 1998 Whole Language Umbrella Annual Conference - Charlotte, NC

Literacy in Meaningful Contexts: A Second Language Story for Every Child April 1998 American Educational Research Association – San Diego, CA

Informal Peer Interaction and Language Learning

16 Nov. 1997 NCTE Annual Convention – Detroit, MI Presentation of 1997 Promising Researcher Language Acquisition in a New Cultural Setting March 1997 Annual Ethnography in Education Research Forum – Philadelphia, PA Children as Mediators of Language and Culture Nov. 1996 National Council of Teachers of English - Chicago, IL Language and Life in a New Culture: Kelli’s Story

April 1996 American Educational Research Association – New York, NY Learning to Get Along in a New Cultural Setting GRANT AWARDS 2019-2020 Fulbright Canada Research Chair in Education $25,000 University of Alberta funded 2018 Professional Dyads and Culturally Responsive Teaching $50,000 National Council Teachers English funded Project Liaison to NCTE (proposal author) 2017 Professional Dyads and Culturally Responsive Teaching $50,000 National Council Teachers English funded Project Liaison to NCTE (proposal author) 2015 Professional Dyads and Culturally Responsive Teaching $89,000 National Council Teachers English funded Project Co-Director (proposal author) 2013 Professional Dyads and Culturally Responsive Teaching $100,000 National Council Teachers English funded Project Co-Director (proposal author) 2010 Sankofa: Understanding Sierra Leone’s History, $93,466 Language, and Culture To Teach Future Generations funded Fulbright Hayes Group Project Abroad Grant, Co-PI 2010 Faculty Incentive Grant, co-PI $5,000. University of South Carolina funded 2008 Faculty Incentive Grant, co-PI $5,000. University of South Carolina funded 1999 Faculty and Ph.D. Colloquium, co-PI $1500.

Sponsor: Provost’s Teaching Development Grant funded

1999 Partners for Literacy , Co-PI $350,000. Sponsor: U.S. Department of Education Fund funded for Improvement in Education (FIE)

1998 Living the Questions: College of Education $1000.

Teacher-Researcher Conference and Colloquium, co-PI funded Sponsor: Provost’s Teaching Development Grant

17 FUNDS AWARDED (non-refereed) June 2006 South Carolina Reading Initiative (SCRI) $13,000 Sponsor: South Carolina Department of Education funded May 2006 South Carolina Reading Initiative (SCRI) $35,000 Sponsor: South Carolina Department of Education funded Dec. 2005 South Carolina Reading Initiative K-5 Phase 2 $15,000 Sponsor: South Carolina Department of Education funded Oct. 2005 SCRI Phase 2 $5,000 Sponsor: South Carolina Department of Education funded Nov. 2003 SC READS $70,000 Sponsor: South Carolina Department of Education funded April 2003 SC Reading Excellence Act Demonstration Sites (GJ05) $52,000 Sponsor: South Carolina Department of Education funded GRADUATE STUDENTS SUPERVISED Completed Ph.D. (Chair or Co-Chair): Name Ph.D. Program Dissertation Topic

Kela Goodman Language and Literacy Privilege and Disprivilege in Discourse In

and Around Literacy Assessment in Second Grade

Michelle Grace-Williams Language and Literacy “All the Trappings of Racism Are Here, and I Live Them”: Resistance, Counterspace, and Identity Socialization as Afro-Caribbean Women Raise Second Generation Immigrant Sons and Grandsons in a Racialized U.S. Southern State

Elizabeth Holmes Language and Literacy African American Language: The Efficacy of Code-Switching and Contrastive Analysis on College Freshmen’s Use of Standard English Features

Candace Lett Language and Literacy Imperative Risky Business: A Compelling Case for Using Critical Literacy and Social Justice Curricula to Combat Heteronormativity and Homophobia

Becky McCraw Language and Literacy There is an App for That: Uses of Print and Digital Materials in the Lives of Three Preschoolers

18 Erin Miller Language and Literacy Whiteness, Discourse, and Early Childhood:

An Ethnographic Study of Three Young Children’s Construction of Race in Home and Community Settings

Cindy Morton-Rose Language and Literacy “Just Let Us Teach!”: Living Literacy Policy In and Around Maplewood Elementary School

Sabina Mosso-Taylor Early Childhood Professional Conversations About Race, Culture, and Language in Early Childhood Literacy Education: An Administrator’s Journey

Dywanna Smith Language and Literacy Finding Sanctuary in Sisterhood: A Middle School Literacy Group Critically Analyzes Race, Gender, and Size

Kindel Turner-Nash Language and Literacy Blinded by the White: Foregrounding Race in a Language and Literacy Course for Preservice Teachers

Lisa Reid Language and Literacy Pathways to Equity: An Auto-Ethnographic and Narrative Study of a Teacher Educator and Preservice Teachers in a One-Credit Course and Community-Based Experience

Served as Doctoral Committee Member (completed degrees) Name Ph.D. Program

Nathaniel Bryan Early Childhood Anthony Broughton Early Childhood Saad Bushaala Language and Literacy Kris Gillaspy Language and Literacy Chris Haas Language and Literacy Michelle Myers Language and Literacy Wendy Platt Curriculum Studies Amy Savage Curriculum Studies Melissa Wells Language and Literacy

Currently (advisor or co-advisor) Name Ph.D. Program

Janice Baines Teaching and Learning Jennipher Frazier Language and Literacy Anna Freeze Teaching and Learning Kami Gillette Teaching and Learning Mary Jade Haney Language and Literacy

19 RESEARCH PROJECTS 2019-present Decolonizing, Humanizing Pedagogies in Early Childhood Education: This study looks

at the impact of a decolonizing curriculum in preservice teacher education as a way to humanize education and broaden understandings of history and contributions to the world’s knowledge for all students; including the barriers and support found for new graduates to carry this foundation into their first teaching positions.

2018-present Supporting Students of Color in Negotiating Racist Testing Practices: Praxis Core:

This study looks at challenges met in the process of developing support systems for African American preservice teachers required to pass the Praxis Core for admission to the professional program in early childhood education.

2016-present Urban Education Collective: Practices and Promises: A longitudinal study to better

understand structures, process, practices, challenges, and negotiation of challenges in the design and implementation of a multi-site collective consisting of: five elementary schools, 25 early childhood majors, six university faculty focusing on building knowledge of culturally relevant and critical pedagogies in PreK – third grades.

2015- present REACH: Race, Equity, and Advocacy in Childhood Education: A longitudinal study of the processes, practices, successes, challenges, and negotiations of challenges

in the design and implementation of a student organization for early childhood education majors.

2013-2017 Professional Dyads and Culturally Responsive Teaching: Funded by the National

Council of Teachers of English; dyads (teacher educator and teacher partnerships) supported in two-year cycles to develop and examine culturally relevant practices in classrooms; dyads selected in a national application process, student populations reflecting marginalized cultural, racial, linguistic communities.

2009–2017 Culturally Relevant Literacy Practices: A four-year study in first and second grade

classrooms to better understand culturally relevant literacy practices; working with teachers to design, implement, document and evaluate practices that build from children’s local communities and Fulbright Hayes study, Sierra Leone.

2005–2009 Learning Beyond the Classroom Walls: Teachers and preservice teachers as learners in home and community settings. Data examined prior assumptions, challenges, and ability to challenge deficit views and impact of those views on classroom instruction in K-12 classrooms.

2000-2001 Literacy Learning in Kindergarten: This six-month study of six Mexican-American

kindergartners; strategies used by and expertise demonstrated by families and children to syncretically create new spaces for literacy learning and teaching in and out of school.

1998-2006 Tensions and Triumphs in the Early Years of Teaching: Nine-year collaboration with

seven graduates of our preservice program focusing on the barriers and support that new teachers encounter and how they negotiate barriers in the process of working to bring their visions of great teaching to life.

20 1998-1999 Partners for Literacy: This as a nine-month study of the development and

implementation of a literacy education program for parents and early childhood educators in the field of early literacy.

1991-1992 Learning to Get Along: This nine-month ethnographic study of language, literacy, and cultural learning: An eight-year-old American girl in Iceland learning language, literacy, school adjustment, and social group entry at home, in school, and community settings; received the National Council of Teachers of English 1997 Promising Researcher Award.

SERVICE

National 2018 – present Member, Committee to Revise National Council of Teachers’ of English (NCTE)

Position Statement on Students’ Right to Their Own Languages 2016 – present Member, NCTE Standing Committee on Diversity and Inclusion (invited by NCTE Presidential Team and vote of Executive Committee) 2012 – 2019 Mentor, Cultivating New Voices Among Scholars of Color Program, (NCTE) 2015 – 2019 Advisory Board, Professional Dyads and Culturally Relevant Teaching, Early

Childhood Assembly (NCTE) 2015 Mentor, American Educational Research Association, Division K Graduate

Student Mentorship Program 2013 – 2015 Co-Director, Professional Dyads and Culturally Relevant Teaching, Early Childhood Assembly, National Council of Teachers of English (NCTE) 2012 – 2014 Mentor, Cultivating New Voices of Scholars Among Color Program National Council of Teachers of English (NCTE) 2012 – 2014 Member, Board of Directors, National Council of Teachers of English (NCTE) 2012 – 2014 Chair, Board of Trustees of the Research Foundation, NCTE 2012 – 2015 Member, Research Forum, National Council of Teachers of English 2012 – present Member, Editorial Board, Journal of Early Childhood Literacy 2012 – 2013 Member, Promising Researcher Awards Committee, NCTE 2011 – 2014 Member, Standing Committee on Research, NCTE 2011 – present Member, Affirmative Action Committee, Early Childhood Assembly NCTE 2011 - 2012 Member, Nominating Committee, NCTE 2010 - 2012 Trustee, Research Foundation, NCTE 2010 - 2012 Member, Convention Planning Committee, NCTE 2009 - 2012 Honorary Co-Chair, The African American Child in School Conference on Research Directions 2009 - 2010 Advisor, NCTE Educational Policy and Governmental Relations Committee 2009 – 2011 Founding Member, Board of Directors, NCTE Early Childhood Assembly 2009 – present Member, Editorial Advisory Board, Journal of Research in Childhood

Education 2008 – present Reviewer, NCTE Books Program 2008 – present Reviewer, Applicants for NCTE Consultant Network 2008 – 2010 Proposal Reviewer, International Society for Cultural and Activity Research 2008 – 2009 Member, NCTE Distinguished Service Award Committee 2007 – 2008 Chair, NCTE Educational Policy and Governmental Relations Committee 2007 – 2008 Leader, Initiation and Development of NCTE Early Childhood Assembly 2006 – 2008 Member, Executive Committee, National Council of Teachers of English 2006 – 2008 Assistant Chair, Elementary Section Steering Committee, NCTE 2006 – present Member, NCTE Consultants Network

21 2006 – present Member, NCTE Co-Sponsored Speakers Bureau 2005 – 2007 Co-Editor, School Talk (NCTE Quarterly Publication) 2005 – 2008 Member, Reading Research Subgroup of NCTE Executive Committee 2005 – 2008 Member, NCTE Research Forum, Elementary Section Representative 2005 – 2008 Member, NCTE National Convention Planning Committee 2004 – present Organizer, NCTE Day of Early Childhood 2002 – present Member, Editorial Review Board, Language Arts (NCTE Refereed Journal) 2002 – present Member, NCTE National Convention Proposal Review Committee State and District: 2018 – present Advisor, Richland District One Kindergarten Curriculum Development 2018 Advisor, Richland District One Talented and Gifted Grant Planning 2016 – present Co-Developer, Richland District One – USC Urban Education Collective 2012 – 2013 Member, South Carolina School Improvement Council 2000 – 2007 Instructor and Co-Developer, South Carolina Reading Initiative 2002 – 2005 Instructor and Co-Developer, South Carolina READS 1999 – 2002 Member, South Carolina Reading Recovery Council 1997 – present Multiple state, district, and local presentations & workshops annually University: 2018 – 2019 Mentor, Magellan Guarantee Scholar 2017 - 2018 Mentor, Magellan Scholar 2015 Co-Presenter: Race and Diversity Education for UNIV 101 Instructors 2009 – 2013 Member, USC Committee on Named and Distinguished Professorships 2012 - 2014 Member, Provost’s Task Force on the Future of the Linguistics Program 2008 - present Interviewer, Fulbright Scholarship Program 2007 – 2008 Faculty Mentor, Carolina Scholar 2006 – present Consulting Faculty Member: Department of Linguistics 2004 – present Member: Latino Research Consortium 2002 – 2005 Member, Faculty Senate 1999 – 2000 Member, Provost’s Children’s Center Task Force College, Department, and Program Area: 2018-2020 Member, ITE Annual Performance Review Committee 2017-2019 Chair, ITE Tenure and Promotion Committee 2017-2019 Program Coordinator, Early Childhood Education 2017-2019 Member, ITE Steering Committee 2017 - 2019 Presenter, Early Childhood Orientation for Incoming Juniors 2017 - 2019 Presenter, USC Admitted Students’ Day 2018 Lead, Revision of Annual Performance Review Rubric 2017 – 2019 Co-Planning, PRAXIS Support for Education Undergraduates 2016 – 2017 Chair, Internship Supervision Professional Development Planning Committee 2016 – present Co-Organizer, Early Childhood Urban Education Cohort 2016 - 2017 Member, Full Professors Promotion Committee, Physical Education 2015 - 2016 Member, Full Professors Promotion Committee, Physical Education 2015 – present Member, Development Committee for Ph.D. in Teaching and Learning 2015 – present Co-Founder, REACH (Race, Equity, and Advocacy in Childhood Education)

Student Organization 2015 - 2016 Chair, Steering Committee Dept. of Instruction and Teacher Education

(ITE) (leading the development of evaluation procedures and revision of existing evaluation survey for the annual evaluation of department chair)

22 2015 – 2016 Chair, ITE Tenure and Promotion Committee (leading revision of tenure and

promotion procedures/criteria) 2015 - 2016 Chair, Search Committee for Early Childhood Tenure Track Literacy Position 2015 – 2016 Chair, Search Committee for Early Childhood Clinical Literacy Position 2015 – 2016 Program Coordinator, Early Childhood Education 2015 – 2016 Committee for Initial Teacher Certification Programs (CITEP) 2014 Sabbatical and Visiting Professor, Teachers College Columbia University Fall 2013 Program Coordinator, Early Childhood Education Fall 2013 Member, ITE Departmental Steering Committee 2013 Member, Search Committee, Elementary/Early Childhood 2011 - 2012 Member, Educational Studies Search Committee 2011 - 2012 Member, Early Childhood Education Undergraduate Program Revisions Committee 2011 - 2012 Chair, ITE Tenure and Promotion Committee 2011 Member, Dept. of Physical Education, Tenure and Promotion Committee 2011 Member, Early Childhood Search Committee 2011 Member, ITE Department Chair Search Committee 2010 Chair, Early Childhood Search Committee 2010 – present Member, Early Childhood Advanced Programs Committee 2009 – 2010 Chair, Departmental Tenure and Promotion Committee 2008 – 2014 Member, College Advanced Programs Governance Committee 2008 – 2009 Co-Organizer, Moore Child Advocacy Chair Visiting Scholars 2008 – 2009 Member, ITE Peer Review Subcommittee 2007 – present Member, College of Education Diversity Alliance 2007 – 2010 Member, Early Childhood Education Undergraduate Curriculum Subcommittee 2004 – present New Faculty Mentor 2004 – 2005 Chair, Early Childhood Search Committee, Tenure Track Position 2004 – 2005 Chair, Early Childhood Search Committee, Endowed Chair Position 2004 – 2005 Chair, Early Childhood Search Committee, Clinical Faculty Position 2004 – 2005 Member, Departmental Annual Review Committee 2004 – 2005 Member, Departmental Basic Programs Committee 2004 – 2013 Early Childhood Course Coordinator 2004 - 2005 Early Childhood Undergraduate Program Coordinator 2003 – 2004 Member, NCATE Program Review Committee 2003 – 2004 Member, Early Childhood Undergraduate Program Development Committee 2003 – 2005 Member, Early Childhood M.Ed. Revisions Committee 2002 – 2008 Member, Lackey Inspirational Teaching Award Committee 1998 – 2000 Co-Director of MAT Admissions 1997 – 2001 Member, Language & Literacy PhD Program Development Committee

COURSES TAUGHT

Doctoral Level Courses (Ph.D.) EDTE 870 Seminar in Instruction and Teacher Education

EDRD 811 Sociocultural Perspectives on Literacy Learning EDRD 801 Critical Theory in Literacy Education EDRD 844 Advanced Study of Language Acquisition (across linguistic contexts) EDRD 845 Advanced Study of Emergent Literacy (across linguistic contexts) EDRM 840 Advanced Study of Qualitative Methods EDTE 899 Dissertation Writing Seminar

Masters Level Courses

23 EDRD 600 Foundations in Reading Instruction

EDEC 744 Language Acquisition in Learning Environments (diverse language/literacy learners) EDEC 745 Emergent Literacy (diverse language/literacy learners) EDEC 733 Language Arts (teaching reading/writing) EDEC 709 Introduction to Inquiry EDRD 797 Assessment for English Language Learners

Undergraduate Courses

EDEC 336 Culturally Relevant Pedagogy EDEC 344 Linguistic Pluralism Across Content Areas (language/literacy diversity)

EDRD 345 Reading Methods (and diverse groups of learners) EDRD 445 Writing Methods (and diverse groups of learners)

EDEC 510 Parent/Family Dynamics in Early Childhood Education