CURRICULUM VITA
Louise B. Jennings
Associate Professor
Department of Educational Psychology
University of South Carolina
Columbia, SC 29208
(803) 777-5765
louise@sc.edu
Education
1996
Ph.D.
University of California, Santa Barbara Language,
Culture and Literacy, June 1996. Dissertation:
Multiple
contexts for learning social justice: An ethnographic and sociolinguistic
study of a fifth grade bilingual class.
1990
M.A.T.
Tufts University, Medford, MA
1988
M.Ed.
Harvard University, Cambridge, MA
1984
B.A.
Bates College, Lewiston, ME
Credentials
1989
Massachusetts Teacher Credential, Middle/Secondary Social Studies.
Current Position
Associate Professor, University of South Carolina, Department of Educational Psychology, Program of Educational Psychology, Research, and Foundations.
Areas Of Research Specialization
Ethnographic and sociolinguistic research on social construction of
knowledge in classrooms, processes of literacy and inquiry-based learning,
transformative pedagogies and critical multicultural educational practices,
teacher-research and qualitative research methodologies.
Research Experience
2001-2003
Principal Investigator, “Examining inquiry-based pedagogies in the
context of standards-based reforms.” National Academy of Education/Spencer
Postdoctoral Fellowship ($50,000) to support research at the Center for Inquiry,
a public school in partnership with USC and Richland District 2.
2001-2003
Co-Investigator, “South Carolina American Legacy Empowerment (SCALE)
Evaluation Project.” American
Legacy Foundation grant awarded to the USC School of Public Health for three
years (December, 2000-November, 2003). ($549,300).
2001-2003
Principal Investigator, “A cross-cultural study of standardized
teaching practices.” Cross-cultural
study of teaching practices in South Carolina, Indonesia and Brazil supported by
the Research and Productive Scholar Award, Office of Sponsored Programs and
Research, University of South Carolina ($7,000).
This project is in collaboration with Dr. Karl Heider, Department of
Anthropology, and his National Science Foundation grant.
1996-2002
Principal Investigator, ethnographic study of the construction of a
community of inquirers at the Center for Inquiry.
Collaborating with Dr. Heidi Mills to investigate how inquiry informs and
transforms learning and learners within and across classrooms. Supported in part by the National
Council for Teachers of English Grant-in-aid ($5,000).
1998-1999
Principal Investigator. “Investigating
the intersection of multicultural teacher education and inquiry-based
pedagogies.” USC Provost’s
Instructional Innovation Grant ($2,996) to support the implementation and
evaluation of an inquiry-based multicultural education course for experienced
and pre-service teachers. The grant
supported one half-time graduate assistant to collaborate in ethnographic data
collection and analysis.
1991-1996
Researcher on study of Ways Exemplary Teachers of Writing Construct
Communities of Learning, funded by the California Writing
Project. Principal Investigators:
Dr. Carol Dixon and Dr. Judith Green, University of California, Santa
Barbara. Responsible for conducting
1-2 year ethnographic and sociolinguistic studies of classroom practices in 3
bilingual classes in two Santa Barbara schools.
1995
Research Fellow, South Coast
Writing Project (SCWriP). Participant-observer
in a summer writing program which is sponsored by the National Writing Project,
June and July, 1995.
1993-1994
Researcher on national school restructuring project funded by Lilly
Foundation. Principal Investigator: Dr.
Jon Snyder, University of California, Santa Barbara. Responsible for documenting changes in
school reform efforts at school sites in Indiana.
July 1993-July 1994.
Areas of
Teaching/Instruction
Qualitative research methods, classroom ethnography, foundations in
multicultural education, social/cultural foundations of education.
University
Teaching Experience
2002-
Associate Professor, Program of Educational Psychology, Research, and
Foundations. Courses: EDRM 740 (Qualitative Research in
Education) and EDRM 840 (Methods of Ethnographic Description), EDFN 845
(Foundations of Multicultural Education), and a course on teacher-research
taught in Shanghai American School, China.
1996-2002
Assistant Professor, Program of Educational Psychology, Research, and
Foundations.
1991-1996
Teaching Assistant, University of California, Santa Barbara.
1) Department of Educational Psychology: Classroom Ethnography.
2) Teacher Education Program: Social Foundations of Education. 3) Black Studies Department: a) Black
Women Writers, b) Psychology of Blacks, and c) Group Exploration of Racism.
1989
Adjunct Faculty, Salem State College, Introduction to Multicultural and
Global Education.
Publications
Editorships
Jennings, L. B., & Green, J. L. (Eds.). (1999, Fall). Journal
of Classroom Interaction. Special
Themed Issue: Democratic Classroom Practices.
Refereed
Articles in Print
Jennings, L. B., with O’Keefe, T. (2002).
Parents, children, and teachers inquiring together: Written conversations
about social justice. Language Arts, 79(5), 404-414.
Jennings, L. B., & Smith, C. (2002). Examining the
role of critical inquiry for transformative practices: Two joint case studies of multicultural
teacher education. Teachers College Record, 104(3),
456-481.
Mills, H., with Jennings, L. B., Donnelly, A., &
Mueller, L. (2001). When teachers
have time to talk: The value of curricular conversations. Language Arts, (9)1,20-28.
Jennings, L. B. (2000, September). Academic rigor and moral education: The
combination for teaching character. Teacher Education Journal of South Carolina,
pp. 44-7.
Jennings, L. B., & Green, J. L. (1999). Locating democratizing and
transformative practices within classroom discourse. Journal
of Classroom Interaction,34(2), i-iv.
Jennings, L. B., O’Keefe, T., & Shamlin, M.
(1999). Creating spaces for
dialogue: Democratic classroom practices in first and second grade. Journal of Classroom Interaction, 34(2), 1-16.
Jennings, L. B., & Pattenaude, I. (1999). Oye y
escucha mi voz/Hear and see my voice: Responding to intolerance and genocide. Multicultural Perspectives 1(1), 30-36.
Jennings, L. B. (1998). Reading the world of the classroom through ethnographic eyes.
The
California Reader, (31)4, 11-15.
Jennings, L. B., & Pattenaude, I. (1998). Making meaning and beyond: Literate
strategies for exploring and enacting tolerance. The New Advocate, 11(4),
325-343.
Tuyay, S., Jennings, L. & Dixon, C. (1995).
Classroom discourse and opportunities to Learn: An ethnographic study of knowledge construction in a
bilingual third grade classroom. Discourse
Processes, 19(1), January-February
1995.
Santa Barbara Classroom Discourse Group (Heras, A.,
Yeager, B., Floriani, A., Fránquiz, M., Jennings, L., Green, J. & Dixon,
C.) (1995). Two languages, one
community: An examination of
educational possibilities. In R.
Macías and R. García Ramos (Eds.), Changing
Schools for Changing Students: An Anthology of Research on Language Minorities,
Schools and Society. Regents of
the University of California.
Book
Chapters
Jennings, L. B. (2001). Inquiry for professional development and continuous school
renewal. In H. Mills & A.
Donnelly (Eds.), From the Ground Up: Creating a Culture of Inquiry.
Portsmouth, NH: Heinemann. pp.
33-54.
Yeager, B., Pattenaude, I., Fránquiz, M., &
Jennings, L. (1999). Rights,
respect, and responsibility: Toward
a theory of action in two bilingual classrooms.
In J. Robertson (Ed.), Teaching for
a Tolerant World, Grades K-6, (pp. 196-218). Chicago: National
Council for Teachers of English.
Yeager, B., Pattenaude, I., Fránquiz, M., &
Jennings, L. (2000). Rights,
respect, and responsibility: Toward
a theory of action in two bilingual classrooms.
Selected for reprinting in Trends
and Issues in Elementary Language Arts.
Chicago: National Council for Teachers of English.
Book Reviews
Jennings, L. B., & Putney, L.(1999). [Review of the book, Schools
for growth]. Communication Education 48(2),173-5.
Other
Publications
Jennings, L. B., Mills, H., and Donnelly, A. (1998). Creating a culture of inquiry. Education Report, University of South
Carolina.
Michel, C. & Jennings, L. B. (1993).
African-Americans and Secondary Education, in W. Sackett (Ed.) The African American Encyclopedia. Los Angeles, CA: Salem Press, Inc.
Work in
Progress
Jennings, L. B., O’Keefe, T., & Mills, H.
(Submitted). Curricular Conversations:
Looking Closely at Literacy in Inquiry-based Classrooms. Book proposal accepted by the National
Council for Teachers of English.
Jennings,
L. B. (in review). Co-constructing
responsibilities of a community of learners through democratic classroom
practices. Chapter submitted to
Dixon & Green (Eds.), for a volume on academic classroom practices.
Jennings,
L. B. Why isn’t everyone looping? The benefits of children and teachers
remaining together for two years.
KERRY’S PAPER
Refereed
Presentations
2002
Learning literacy through inquiry. With L. Mueller, H. Mills, D. Gilbert, T. O’Keefe,
& J. Waugh. Presentation at the National Council for Teachers of English
Annual Convention. Atlanta, GA
(November).
2002
Heider, K.G. ,
& Jennings, L. B. Comparing styles of teaching and learning in
South Carolina and West Sumatra kindergartens.
Paper presented at the Association for Asian Studies Annual Meeting,
Washington, D.C. (April).
2002
Writing as a Basis for Social Action: The Value of
Elementary Children Capturing Their Conversations in Writing. Paper presented at the American Educational Research
Association Annual Meeting. New
Orleans, LA (April).
2002
Chair of the
symposium, New directions in critical
discourse analysis: The role of language in learning and social transformation. American Educational Research Association
Annual Meeting. New Orleans, LA
(April).
2002 Adding
participation to the research process.
Presentation with Deborah Parra-Medina, DeAnne Messias, Dennis Shepahrd,
Sherer Royce, Elizabeth Fore, Kerry McLouglin, and Terri Williams at the Annual
Women’s Studies Conference, University of South Carolina (March).
2001 When
teachers have time to talk: The value of curricular conversations. With Heidi Mills, Lyn Mueller, Julie
Waugh, Suzanne Pender. Presentation
at the National Convention for Teachers of English, Baltimore, MD (November).
2001
Nurturing an ethic of care through
inquiry practices in public classrooms.
Annual Women’s Studies Conference, University of South Carolina
(February).
2000
Teachers, parents, and children writing the word, the world, and new discourses:
Toward a humanizing pedagogy. Paper
presented at the Third Conference for Sociocultural Research, Campinas, Brazil
(July).
2000 The
goal is transformation: A study of inquiry, theory, and action in multicultural
teacher education. Paper
presented at the American Educational Research Association Annual Meeting, New
Orleans, Louisiana (April).
2000
Organizer and Co-chair of symposium, “Transformative practices,
discourse, and ethnography: Issues in researching democratizing and
transformative practices in classrooms.” American Educational Research
Association Annual Meeting, New Orleans, Louisiana (April). Also presented a
paper in that symposium: Creating spaces
for classroom dialogue: Learning democratic discourse and actions in first and
second grade.
2000
Locating democratic classroom
practices in whole-class conversations. Paper
presented at the South Carolina Educators for the Practical Use of Research
Annual Meeting, Columbia, South Carolina (February).
1999
Following inquirers from Grade One into Grade Two: Looking closely at the
interplay of inquiry and democracy. Paper
presented at the National Council for Teachers of English Annual Meeting,
Denver, Colorado (November). With Tim O’Keefe and Michele
Shamlin.
1999
Co-constructing a referential system for interpreting texts about the Holocaust. Paper presented at the American
Educational Research Association Annual Meeting, Montreal, Canada (April).
1999 Integrating multicultural education and
inquiry-based instruction: Findings from an ethnographic study of teacher
education. South Carolina
Educators for the Practical Use of Research, Columbia, SC (February). With Fred McDaniel.
1999 The
transformative power of collaborative inquiry. Symposium presentation at the 1999
Qualitative Research in Education conference, Athens, GA (January). With Tim O’Keefe.
1998 How
democratic classroom practices support the academic study of tolerance and
justice. National Conference of
Teachers of English annual meeting, Nashville, TN (November).
1998 Living and learning respect and
responsibility in a multicultural, bilingual, democratic community. 1998
American Educational Research Association Annual Meeting, San Diego (April).
1998
Inquiry for continuous educational
renewal: Collaborative research at a public elementary school. South Carolina Educators for the
Practical Use of Research, Columbia (February).
1998
Transformation through a Culture of
Inquiry at One School. Symposium
and paper presentation at the 1998 Qualitative Research in Education Athens, GA
(January).
1997
Making meaning and beyond: Literate
practices for exploring and enacting tolerance. National Council of Teachers
of English, Detroit (November). With
Irene Pattenaude.
1997
Reading the world of the classroom
through ethnographic eyes: Writing Project Fellows as ethnographers. National Council of Teachers of English,
Detroit (November).
1997
Intertextual processes for learning
tolerance: Expanding repertoires of meaning, language, and action. American Educational Research
Association, Chicago (April).
1996
Seeing literacy practices anew:
Sharing the ethnographer’s role to re-vision teaching and learning in a
community of writers. National
Reading Conference Annual Meeting, Charleston (December).
1996
Constructing opportunities to
explore meanings of tolerance and responsibility: A study of the Holocaust.
National Council for Teachers of English, Global Conversations Conference,
Heidelburg, Germany (August). With Beth Yeager and Irene Pattenaude.
1996
Constructing opportunities to
explore meanings of social justice. American
Educational Research Association, New York, NY (April).
1995
Integrating the content areas
through literate practices and inquiry processes. National
Council of Teachers of English, San Diego, CA (December). With Irene Pattenaude.
1995
The role of ethnography in a summer
institute and in classroom practice. National
Writing Project Directors' Meeting, San Diego, CA (December).
1995
Social justice in action. American Educational Research
Association,
San Francisco, CA (April).
1995
Co-constructing community: Creating avenues of access to content
knowledge for linguistically diverse students. California Association for Bilingual Education, Anaheim, CA
(February).
1994
Multiple opportunities for
constructing and reconstructing interpretations of text and "social
justice." National Reading
Conference, San Diego, CA, December. With
Irene Pattenaude.
1994
A cross case analysis of the
relationship between literate practices and opportunities for learning in
bilingual classrooms. Tenth Conference of Linguistic
Minority Research Institute, University of California, Riverside, CA, October. With Irene Pattenaude.
1994
Constructing literate models in
classrooms: Ethnographic studies of
learning to be literate in elementary classrooms. American Educational Research Association Annual Meeting, New
Orleans, LA, April.
1993
Literacy learning in third grade.
National Council of Teachers of English Annual Meeting, Pittsburgh, PA,
November. With Sabrina Tuyay.
1993
Toward a model of literacy learning
in the content areas. Ninth Conference of the Linguistic
Minority Research Institute, University of California, Santa Barbara, May. With Sabrina Tuyay.
1993
Two languages, one community. American Educational Research
Association Annual Meeting, Atlanta, GA, April.
1988
A history of global education in
the United States. Society of Educators and Scholars, Charleston, IL,
October.
Invited
Presentations
2003
QUAL RESEARch - csula
2002
Fostering compassion, justice, and
academic rigor: Pedagogical possibilities.
Invited lecture at the Women’s Studies Research Series, USC. March 22, 2002.
2001
Why didn’t I think of that? Engaging
parents and children in inquiry through written conversations. South Coast
Writing Project Summer Institute. June
27, 2001.
2001
Creating spaces for dialogue and
humanizing pedagogies. Invited
presentation at the University of Arizona, Tucson. March, 2001.
2001
Parents and children writing the
word and the world: Toward a humanizing pedagogy.
Invited paper presentation at the USC Social Foundations in Education
Seminar Series. February, 2001.
2000
Teaching for social justice beyond
the classroom walls. Presentation at the Women’s Studies Seminar Series on
Teaching for Social Justice, University of South Carolina. Invited presentation with Angela
Ewing-Boyd, The Palmetto Project. November,
2000.
2000
Future directions in multicultural
education. Invited presentation
at the University of California, Santa Barbara.
May, 2000.
2000
Assessing students: Are we
informing teaching and learning or just making the grade? Presentation at the Women’s Studies Seminar Series on
Teaching for Social Justice, University of South Carolina. Invited presentation with Dr. Diane Stephens. February, 2000.
1999
Collaborative inquiry and
multicultural teacher education: Lessons from the field. Celebration of Inquiry, Coastal
Carolina University, Conway, SC (February).
With Fred McDaniel.
1999
Reflecting on issues of agency as
teachers and researchers. Moderator
and presenter, USC Interdisciplinary “Agency” Workshop, Columbia, SC. March 1999.
1994
Interactional sociolinguistics: Illustrating the macro-micro
relationship. Queensland University of Technology, Australia. July, 1994.
Other
Presentations
2002
aera workshop
1998
From multiculturalism to social
critique and action. Presentation at the Women’s Studies Seminar Series on
Teaching for Social Justice, University of South Carolina (October). Invited presentation with Fred McDaniel.
1998
Teaching and learning at the Center
for Inquiry. Teacher Cadet
Conference, University of South Carolina.
1997
Collaborative research at the
Center for Inquiry: A view into a work in progress. Department of Educational Psychology
Research Interest Group, September, 1997.
1996
Considering context: Intertextual processes for analyzing and
interpreting how classroom practices are interactionally accomplished. Third Annual Conference on Researching
Language, Literacy, and Social Practice. University
of California, Los Angeles, November.
1996
It’s not just academic: Learning tolerance in the social world
of the classroom. Department of
Anthropology Colloquium, University of South Carolina, October.
1995
Ethnographic eyes: Classroom observation and reflective practice. South Coast Writing Program Summer
Session. Santa Barbara, CA, July.
1992
Two languages, one community; Dos lenguas, una comunidad. Inter-American Conference on Classroom
Ethnography, University of New Mexico, Albuquerque, NM, June. With Judith Green & Ana Ines Heras.
1989-1990 Presentations for the Massachusetts Global
Education Program and Tufts International Studies Consortium for school district
in-services and summer institutes. Topics
include "Linking Your Classroom with Classrooms Around the World,"
"Multicultural Practices for Elementary Classrooms," and
"Cross-cultural Classroom Connections without Leaving the Country."
1984 The
father-infant dialogue: Findings
from a laboratory study. Maine
Psychological Association, Lewiston, ME, April.
Professional Grants
Maher, M., Jennings, L. B.,
& Carnes, N. (2001). “Supporting
the Teaching of Qualitative Research Technology.” Provost’s Teaching
Development Grant, University of South Carolina. $1,500.
Honors and Fellowships
2001 Jane
Carlisle Award, Women’s Studies Program, University of South Carolina
2000 Semi-finalist, National Academy of
Education/Spencer
Foundation
Post-doctoral Fellowship. Awarded
in 2001 (see Research Experience, above)
1997 Professional Development Award, Professional
Women on Campus, University of South Carolina.
1996 Anne Johnstone Award, South Coast Writing
Project, for teaching and research in literacy.
1991-1996 Department of Education Regents Fellowship,
University of California, Santa Barbara.
1993-1996 Graduate Division Fellowship, University of
California, Santa Barbara.
1994 Graduate Division General Affiliates'
Fellowship, University of California, Santa Barbara.
1984 Maine Psychological Association Outstanding
Thesis Award.
Professional and University Service
2001-2002
Member, Department of Educational Psychology Faculty Affairs Committee
Member, College
of Education Student Affairs Committee
2000-2001 Member,
Department of Educational Psychology Faculty Affairs Committee
Senator, Faculty Senate, USC
Co-chair, Department of Educational Psychology Research Seminar Series
Faculty Advisor, Graduate Student Organization of the Program of
Educational Psychology, Research, and Foundations.
Affiliate, Women’s Studies Program, USC.
Organizer, Initiative on creating forums for dialogue on race relations,
with Women’s Studies Program, Office of Multicultural Student Affairs, and SC
Palmetto Project.
Editorial Review Board, Language
Arts
Editorial Board, Journal of
Classroom Interaction.
Program Chair, Language and
Social Processes Special Interest Group, AERA
Reviewer, American Educational Research Association’s Division G and
Writing Special Interest Group. Reviewed
2 sets of five conference proposals.
Director of Research, Center for Inquiry, Richland District 2.
Member, School Improvement Council, Center for Inquiry, Richland District
2.
Partner, Palmetto Project, Columbia, SC.
1999-2000 Member,
Faculty Senate, USC.
Member, Provost’s Instructional
Innovation Grant Review Committee, USC.
Co-Chair, Research Interest Group, Department of Educational Psychology. Organize monthly meetings and
presentations on topics on research.
Faculty Advisor, Graduate Student Organization, Department of Educational
Psychology.
Organizer, Interdisciplinary panel symposium featuring Shirley Brice
Heath, Stanford University. Co-sponsored
with the Department of English and the South Carolina Arts Council.
Organizer, Initiative on creating forums for dialogue on race relations,
with Women’s Studies Program, Office of Multicultural Student Affairs, and SC
Palmetto Project.
Treasurer, Language and Social Processes Special Interest Group, AERA
Reviewer, Merrill Publishers, 2 books on qualitative research methods.
Reviewer, Linguistics & Education, Journal of Classroom Interaction.
Reviewer, American Educational
Research Association’s Division G and Writing Special Interest Group. Reviewed 2 sets of five conference
proposals.
Member, School Improvement Council, Center for Inquiry, Richland District
2
Professional
Memberships
American Anthropological Association (AAA), Council on
Anthropology and Education.
American Educational Research Association (AERA)
National Association for Multicultural Education
(NAME)
National Council of Teachers of English (NCTE)
National Council on Research on Language and Literacy (NCRLL), (by nomination).