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Reading Education Faculty

 

Emily Pendergrass

Emily Pendergrass                                                                           Director of Reading Education emily.s.pendergrass@vanderbilt.edu

                  
Emily Pendergrass taught elementary and middle school students for eleven years. While working alongside middle school students, she finished her Ph.D. in Language and Literacy Education at the University of Georgia. While at UGA, Emily worked extensively with the Red Clay Writing Project, part of the National Writing Project. Currently, Emily teaches courses in Learning, Diversity, and Urban Studies and Secondary English Education. Additionally, Emily works closely with the local public schools in literacy coaching and facilitating professional development workshops.

Areas of specialization: Struggling readers in the context of reading as a community practice, with special reference to professional development and new literacies including technologies.

@Dr_Pendergrass is co-creator and moderator of Twitter #literacies chat. This chat engages other professionals from across the country and internationally, who share their expertise in an area related to new literacies both in and out of school. The #literacies blog with chat topics, crowdsourced list, calendar, and archives can be found at http://literacieschat.wordpress.com.

Curriculum Vitae

  

Deborah Rowe

Deborah Rowe                                                                                     Professor                                                               deborah.w.rowe@vanderbilt.edu

                                                                                                                                               In her research, Deborah Rowe conducts long-term ethnographic studies in classrooms aimed at understanding how everyday interactions with teachers, parents, peers, and community members affect what children learn about literacy and how they learn it. This work examines the interplay between culture and the individual. She analyzes the ways children and adults negotiate cultural expectations about what counts as reading and writing for young children and what kinds of learning-to-write/read activities are offered to them at school. At the same time, she explores how children’s personal interests and learning strategies shape their choices of activities and participation in writing and reading. Rowe is currently serving as co-PI, with David Dickinson, of a three year Early Reading First project, “Enhanced Language and Literacy Success.” Another current project, involves analysis of data collected in the Write Start! project – a three year longitudinal, mixed methods study of 2- to 5-year-old’s writing in two urban childcare centers. Rowe is currently serving as a co-editor of the Journal of Early Childhood Literacy, and was previously co-editor of the Yearbook of the National Reading Conference.She is a fellow of the National Conference on Language and Literacy and has served as secretary of that organization. She is the author of a book, Preschoolers as Authors: Literacy Learning in the Social World of the Classroom, and of numerous chapters and research articles published in venues including Read

Curriculum Vitae

 

Ocheze Joseph

Ocheze Joseph                                                                                           Lecturer                                                                                         ocheze.joseph@vanderbilt.edu

Ocheze Joseph has served as an elementary school based administrator for the past 12 years, serving diverse populations such as high poverty, high English language learners, and gifted and talented. Prior to administration, Ocheze taught students in grades K-6, was a Title I teacher, Reading Specialist, and Staff Development teacher. She holds an Ed.D. from the University of Maryland, as well as an M.S.Ed from Johns Hopkins University. Currently, Ocheze teaches courses to students in both the undergraduate and graduate reading programs. Dr. Joseph is passionate about issues of equity in education and ensuring that our most vulnerable students receive high quality instruction.  Her research interests include language acquisition, early childhood education, struggling readers, family involvement and school improvement planning.

Curriclum Vitae

  

Emily Phillips-Galloway Emily Phillips Galloway                                                           Assistant  Professor                                                                                 emily.phillips.galloway@vanderbilt.edu                                       

Emily Phillips Galloway is an assistant professor at Vanderbilt University’s Peabody School of Education. She holds an Ed.D. from the Harvard Graduate School of Education, as well as an M.S.Ed. and B.A. from the University of Pennsylvania. Before beginning her doctoral studies, Phillips Galloway was a Michael Pressley Memorial Fellow at the Benchmark School in Media, PA where she taught adolescent struggling readers in grades 6, 7 and 8 and served as a reading specialist. Currently, Phillips Galloway’s research, which includes quantitative and qualitative studies, explores the relationships between academic language development and reading skill in adolescent learners with a particular focus on English Learners. Her work has been featured in Reading Research Quarterly, Applied Psycholinguistics and Reading and Writing: An Interdisciplinary Journal. With a commitment to advancing research-practice partnerships, she has also worked with teachers, school leaders, and administrators in two of the largest urban districts in the United States. The fundamentals and lessons learned from this work are featured in a recent book entitled, Advanced Literacy Instruction in Linguistically Diverse Settings: A Guide for School Leaders, co-authored with Nonie Lesaux and Sky Marietta. This book offers a blueprint for leading advanced literacy instruction in linguistically diverse settings. Her areas of specialization include educational linguistics, language and reading development, reading difficulty, and English Learners.

 Curriculum Vitae

 

Summer WoodSummer Wood                                                                     swood@fhjenkins.net

Dr. Summer Wood is currently the principal of F. H. Jenkins Preparatory School in North Nashville, TN. This is the oldest African American private school in Middle Tennessee. Summer has been an educator for over 10 years now. She has worked as an elementary literacy teacher, instructional coach, and educational consultant. Her research interests are centered on critical literacy, with an emphasis on the reading experiences of young Black male readers. In an effort to continue to be a part of the training of our future and current teaching force, Summer also works as an adjunct professor. 

 Curriculum Vitae 

 

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