Detra Michelle Price-Dennis
Doctor of Philosophy, The Ohio State University, Columbus, Ohio, 2009
Areas of concentrations: Middle Childhood Education and Literacy Education
Dissertation Title: “Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice In Middle School Classrooms”
Program: Reading & Literacy in Early & Middle Childhood
Dissertation Chairs: Patricia Enciso (co-chair) and Valerie Kinloch (co-chair)
Masters of Education, The Ohio State University, Columbus, Ohio, 1997
Bachelor of Science, Elementary Education, The Ohio State University, Columbus, Ohio
Teachers College, Columbia University, New York, New York
Assistant Professor, 2013- Present
The University of Texas at Austin, Austin, Texas
Assistant Professor, 2009-2013
The Ohio State University, Columbus, Ohio
Program Manager & Lecturer: Middle Childhood M.Ed Program, 2006-2009
The Ohio State University, Columbus, Ohio
Gradate Teaching Assistant, 2004-2006
Gahanna-Jefferson School District, Gahanna, Ohio
Middle Childhood Classroom Teacher, 2001-2004
Columbus City Schools, Columbus, Ohio
Early and Middle Childhood Classroom Teacher, 1997-2001
AWARDS and HONORS
Society for Teaching Excellence (2010-2013). Academy of Teaching Fellows, University of Texas at Austin. Sponsored by The Academy of Distinguished Teachers.
Price-Dennis, D. (2010). American Educational Research Association: Affirmative
Action Committee Award for Division K. Denver, Colorado. $200.00
Price-Dennis, D. (2008). National Reading Conference: Ethnicity, Race, and
Multilingualism Committee Award. Orlando, Florida. $200.00
Price-Dennis, D. (2008). Division G Pre-Conference Seminar AERA. New York, NY.
Price-Dennis, D (2006-2008). Research/Mentoring Fellowship. National Council of
Teachers of English: Cultivating New Voices Among Scholars of Color Grant Program (CNV). $4,000.00
Price-Dennis, D. (2004-2006) Rudine Simms-Bishop Scholarship in Children’s
Literature. The Ohio State University. $5,000.00
Price-Dennis, D., Fowler-Amato, M., & Weibe, M. (2014). Developing an authentic writing curriculum: Pre-service teachers explore the use of writer’s notebooks and digital texts. Journal of Writing Teacher Education, 3(2).
Roser, N., Hoffman, J., Mosely, M., Price-Dennis, D., Peterson, K, & Chamberlain, K. (2014). Pull up a chair and listen to them write. Journal of Early Childhood Teacher Education, 35(2).
Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3). Awarded the 2014 Janet Emig Award.
Souto-Manning, M. & Price-Dennis, D. (2012). Everyday texts and critical literacies in early childhood teacher education. Journal of Early Childhood Teacher Education, 33(4).
Price-Dennis, D. & Souto-Manning, M. (2011). (Re)Framing diverse pre-service classrooms as spaces for culturally relevant teaching. Journal of Negro Education, 223-238, 80(3).
REFEREED CONFERENCE PRESENTATIONS
Price-Dennis, D. (December 2013). Language Arts 2.0: Exploring pedagogies of possibility in culturally diverse settings. Paper to be presented at Literacy Research Association in Dallas, Texas.
Roser, N., Hoffman, J., & Price-Dennis, D. (December 2013). Teaching New Authors:
Learning to Identify and Draw on the Strengths in Children’s Writing. Paper to be presented at Literacy Research Association in Dallas, Texas.
Price-Dennis, D., Roser, N., & Shallert, D. (December 2013). Developing 21st Century Teachers: Learning to Assess Children’s Literacy Practices During Writing Conferences Using Emerging Mobile Technologies. Paper to be presented at Literacy Research Association in Dallas, Texas.
Price-Dennis, D., Fowler- Amato, M., & Weibe, M. (May 2013). Pre-service Teachers Explore their Multimodal Compositions to Develop a Culturally Relevant Writing Curriculum. Paper presented at the American Education Research Association in San Francisco, CA.
Price-Dennis, D. (May 2013). Race, Pedagogy, and Praxis: Preservice Teachers Learn How to Navigate Separate and Unequal Schooling Practices. Paper presented at the American Education Research Association in San Francisco, CA.
Price-Dennis, D. (May 2013). “Becoming teachers who honor our students”: Culturally relevant pedagogy in the 21st Century. Paper presented at the American Education Research Association in San Francisco, CA.
Learning to Develop Culturally Responsive Writing Pedagogy: The Use of Writer's Notebooks as a Teaching Tool. (2011-2012). Principal Investigator, University of Texas at Austin.
Teaching and Learning with iPads: Interdisciplinary Perspectives from
Higher Education. (2011-present). Co-Principal Investigator. University of Texas at Austin.
Cross-Generational, Correlated Tutoring Experiences in Preservice Teacher Preparation. (2010-2011) Co-Principal Investigator. University of Texas at Austin.
Gathering Cultural Data Sets: Latino, African-American, African, Asian, and Urban Appalachian youth selecting texts for academic and cross-community insight
(2008-2010) Co-Principal Investigator - Principal Investigator: Dr. Patricia Enciso
The Ohio State University: School of Teaching and Learning. National Council of Teachers of English, Research Foundation Grant, $ 12,470.00.
Teachers College, Columbia University
C&T 4123 Curriculum and Instruction in Elementary Inclusive Education
University of Texas at Austin
EDC 385G The Teaching of Literacy (graduate)
EDC 381F Introduction to Teaching and Teacher Education (graduate)
EDC 670EB Language Arts Methods (undergraduate)
EDC 670 EA Reading Methods (undergraduate)
ALD 327/AFR 374 Sociocultural Influences on Learning (undergraduate/graduate)
The Ohio State University
ED T&L 467 Introduction to Children’s Literature
ED T&L 489.07 Middle Childhood Language Arts Methods
ED T&L 601 Foundations for Middle Childhood
ED T&L 642 Content Area Reading Instruction
ED T&L 668 Reading Foundations for Middle Childhood
ED T&L 669 Understanding Phonics
ED T&L 884 Middle Childhood M.Ed Reflective Seminar
· Editor, Focus on the Middle, Association for Childhood Education International, 2011-present
· Member of Elementary Section Steering Committee, National Council of Teachers of English, 2012-2015
· Member of Research Forum, National Council of Teachers of English, 2012-2015
· Section 5 Co-Chair, American Educational Research Association Division K, 2013-2014
· Co-Editor, Language Arts, National Council of Teachers of English, 2005-2011
· Editorial review board, Children’s Literature Assembly
· Editorial guest reviewer, Research in the Teaching of English
· Editorial guest reviewer, Reading Research Quarterly
· Editorial guest reviewer, Linguistics and Education
· Publications Committee, Association for Childhood Education International
· American Educational Research Association, Critical Educators for Social Justice Advocacy Award Committee, 2011
· American Educational Research Association, Division G Early Career Award Committee, 2009
· American Educational Research Association, Division G Mentor Award Committee, 2008
· Graduate Studies Committee (GSC)
· Leadership Team, The Austin Social Justice Teacher Inquiry Group, Austin, Texas, 2009-present
· Ipad Initiative Study Group, 2011-present
· Lenovo Tablet Research Group 2012-present
· Video Case-Based Learning Focus Group, 2010-2011
· Master’s Student Outreach and Recruitment, 2011
· Professional Memberships
o American Educational Research Association (AERA)
o Association for Childhood Education International
o Children’s Literature Assembly (CLA)
o International Reading Association (IRA)
o Literacy Research Association (LRA)
o National Council for Teachers of English (NCTE)
In their Policy Research Briefs on 21st Century Learning and 21st Century Literacies, the National Council for Teachers of English (2007, 2009) makes a compelling argument for the need to engage students in 21st century literacy instruction. In addition to voicing the importance of designing classroom spaces in which students and teachers have access to current technologies, NCTE advocates for students to develop technological proficiency, understanding how to “access, evaluate, synthesize, and contribute to information” (NCTE, 2009, p. 5). In my current research project I examine the impact that a 21st century literacy curriculum and innovative pedagogy have on urban fifth grade students’ literacy development.
National Council of Teachers of English
Children's Literature Assembly
American Educational Research Association Division K
Literacy Research Association