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Detra Michelle Price-Dennis

Professional Background

Educational Background

Scholarly Interests

Selected Publications

curriculum vitae

 

EDUCATION

 

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

1996

 

PROFESSIONAL APPOINTMENTS

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

                                                

SELECTED PUBLICATIONS

Articles in Peer-Refereed Journals

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).

 

Souto-Manning, M. & Price-Dennis, D. (2012) Everyday texts and critical literacies in early childhood teacher education. Journal of Early Childhood Education.

 

Katz, L., Ryan, C., Wilson, M., & Price-Dennis, D. (2012). Locating themes and trends in early childhood education in language arts. In V. Vasquez and J. Woods (Eds.). Perspectives and Provocations in Early Childhood Education. Information Age Publishing.

 

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).

 

Enciso, P., Volz, A., Price-Dennis, D., Durriyah T. (November 2010). Story club and configurations of literary and cross-cultural insight among immigrant and non-immigrant youth. Fifty-ninth Yearbook of the National Reading Conference.

 

Price-Dennis, D. (2010). Teacher research as a political act. Childhood Education: Infancy through Early Adolescence, 273-276 86(4).

 

 

Children’s Literature Review

Price-Dennis, D., Beierle, M., Chase, M., Son, E.H., & Wissman, J. (May 2010). Children’s Literature Reviews: Books that Set their Own Standards. In Language Arts: Locating Standards in Language Arts Education, 87(5) 400-405.

 

Price-Dennis, D., Schneider, C., Smith, J., Son, E.H., and Kiefer, B. (May 2008). Children’s Literature Reviews: Books that Focus on Teaching and Learning. In Language Arts: In Support of Teaching… In Support of Learning… .85, 5, 405-408.

 

Book Publications

Fairbanks, C. & Price-Dennis, D. (2011). Studies on popular culture and forms of multimodality. In V. Kinloch (Ed.), Critical perspectives on education in urban settings (pp. 143-144). New York: Teachers College Press.

 

Price-Dennis, D., and Ryan, C. (2010). 'Curricular Connections’ in Kiefer, Barbara Z. and Tyson, Cynthia. Charlotte Huck's Children's Literature: A Brief Guide. McGraw-Hill.

 

Price-Dennis, D. (2010). National alliance of black school educators. In Kofi Lomotey

(Ed.) Encyclopedia of African American education. Sage Publications.

 

 

REFEREED CONFERENCE PRESENTATIONS

2013

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.

 

 

RESEARCH PROJECTS

 

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.

 

TEACHING

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

 

 

SERVICE

National

·      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

 

University

·      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)

current projects

Culturally Relevant Approaches to 21st Century Education

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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.



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