Feminist curriculum theorizing. Constructions of teachers' identities in collaboration and school reform efforts. Issues of representation, especially in autogiographical and biographical forms.
Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (SUNY Press).
(Co-ed.) A Light in Dark Times: Maxine Greene and the Unfinished Conversation (Teachers College Press).
"What's Left in the Field.... A Curriculum Memoir" (Journal of Curriculum Studies).
"English education in the making" (English Education).
Sounds of Silence Breaking: Women, Autobiography, Curriculum (2005. Peter Lang Publishing).
UNIVERSITY TEACHING and ADMINISTRATIVE EXPERIENCE:
- 2000-Present: Professor, Teachers College, Columbia University; Program Coordinator for English Education/The Teaching of English Programs; Faculty Advisor: "In-Step" Cohort M.A. Program For Inservice Teachers; Co-Chair - Teacher Education Policy Committee
- 1992-2000 Professor, National-Louis University, National College of Education: Department of Research & Foundations, Wisconsin Center Faculty-Madison
- 1996-2000: Co-Director, Curriculum & Social Inquiry Doctoral Program
- 1992-1999: Professor in M.Ed. Cohort Field-Based Interdisciplinary Studies (IDS) Program in Curriculum and Instruction for K-12 Teachers
- 1999-2002: Elected Member, Faculty Senate
- 2000: Elected Member, Dean's Search Committee, National College of Education
- 1996-2000: Invited Member, NCATE Leadership Team, National College of Education
- 1988-1992 Associate Professor, Hofstra University, Hempstead, Long Island, New York. Department of Curriculum and Teaching, School of Education.
Director, Proposed Ph.D. Program in Education.
Mentored 4 doctoral dissertations; served on 13 doctoral dissertation committees.
- 1985-1988 Associate Professor, St. John's University, Jamaica, Queens, New York.
- 1982-1985 Assistant Professor, St. John's University
- 1982-1988 Core Doctoral Faculty, Ed.D. Program in Instructional Leadership
Mentored 9 doctoral dissertations; served on 21 doctoral dissertation committees.
- 1979-1982 Assistant Professor, Old Dominion University, Norfolk, Virginia. Department of Educational Curriculum and Instruction, Darden School of Education.
OTHER TEACHING EXPERIENCE:
- 1974-1977 Graduate Teaching Associate and Student Teacher Supervisor. The Ohio State University, Columbus
- 1974 English Teacher (Grades 9, 11, and 12) Wayne Central High School, Ontario Center, New York
- 1973 English Teacher (Grades 9, 11 and 12) Honeoye Central School, Honeoye, New York
- 1966-1972 English Teacher (Grades 11 and 12) Massena Central High School, Massena, New York
OTHER PROFESSIONAL EXPERIENCE:
- 2001-2004 President, American Association for the Advancement of Curriculum Studies
- 1997-1999 Vice President, American Educational Research Association, for Division B (Curriculum Studies) and Member, Association Council
- 1978-1998 Managing Editor, JCT: Journal of Curriculum Theorizing
- 1991-1997 Co-Editor, with Deborah P. Britzman, of a Book Series, "Identities in the Classroom," for State University of New York Press
- 1977-1979 Research Scientist-The Center for Improved Education, Battelle Memorial Institute, Columbus, Ohio
- 2000 through 2004, Excellence in Teaching Award, Teachers College
- 1998 The University-Wide Faculty Excellence in Research Award, National-Louis University
- 1998 Achievement Award for Scholarly and Service Contributions to the Field of Curriculum Studies, presented by JCT: Journal of Curriculum Theorizing and the Bergamo Conference
- 1992 The James N. Britton Award for Inquiry in English Language Arts for Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment, presented by the National Council of Teachers of English
- 1991 The Stessin Prize for Outstanding Scholarly Publication, Hofstra University, for Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment
Elected Officer -President, American Association for the Advancement of Curriculum Studies. National election. Term: 2001-2004. Re-elected President for Second Term.
Elected Officer - Vice President of American Educational Research Association for Division B(Curriculum Studies). International election. Term: 1997-1999.
Elected Officer - Secretary of Division B (Curriculum Studies) of American Educational Research Association. International election. Term: 1990-1992.
Elected Chairperson - Special Interest Group - Critical Issues in Curriculum, American Educational Research Association, 1988-1989 and 1989-1990.
Invited Chair - Nominating Committee, Division B, American Educational Research Association, 1999-2000
Invited Chair - Dissertation Award Committee, Division B, American Educational Research Association, 1994.
Elected Member - Executive Committee of the Conference on English Education, National Council of Teachers of English. National Election. Term: 1990-1994.
Elected Member - Professors of Curriculum.
Member - Board of Examiners, National Council for Accreditation of Teacher Education (NCATE).
Invited Member - Standing Committee on Teacher Preparation and Certification. National Council of Teachers of English. Term: 1986-1989.
Selected Member - Hofstra University's Center for Excellence in Teaching. Term: 1990-1992.
PROPOSAL AND MANUSCRIPT REVIEWER:
Proposal Reviewer, AERA, Division B, Annual Meetings, 1980-present.
Manuscript Reviewer: American Educational Research Journal
International Journal of Qualitative Studies in Education
JCT: Journal of Curriculum Theorizing
Journal of Curriculum and Supervision
State University of New York Press
Teachers College Press
Teaching and Teacher Education
Miller, J. L. (2005). Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang.
Miller, J. L. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany: State University of New York Press.
Ayers, W. C., & Miller, J. L. (Eds.) (1998). A light in dark times: Maxine Greene and the unfinished conversation, Teachers College Press.
Miller, J. L. (1999). Curriculum reconceptualized: A personal and partial history. In W. F. Pinar (Ed.), Contemporary curriculum discourses: Twenty years of JCT (pp. 498-508). New York: Peter Lang Publishers.
Miller, J. L. (1998). Biography, education, and questions of the private voice. In C. Kridel (Ed.), Writing educational biography: Explorations in qualitative research (pp. 225-234). New York: Garland Publishing, Inc.
Miller, J. L. (1998). Autobiography and the necessary incompleteness of teachers' stories. In W. C. Ayers and J. L. Miller (Eds.), A light in dark times: Maxine Greene and the unfinished conversation, Teachers College Press.
Miller, J. L. (1998). Autobiography as a queer curriculum practice. In W. F. Pinar (Ed.), Queer Theory in Education (pp. 365-373). Mahwah, NJ: Lawrence Erlbaum, Publishers.
Miller, J. L. (1997). Disruptions in the field: An academic's lived practice with classroom teachers. In T. R. Carson & D. Sumara (Eds.), Action research as a living practice, (pp. 199-213). New York: Peter Lang Publishing.
Hollingsworth, S., Dadds, M., & Miller, J. L. (1997). The examined experience of action research:. The person within the process. In S. Hollingsworth, (Ed.), International action research: A casebook for educational reform (pp. 49-59). London: The Falmer Press.
Miller, J. L. (1995). Women and Education: In what ways does gender affect the educational process? In J. L. Kincheloe & S. R. Steinberg (Eds.), Thirteen questions: Reframing education's conversation, 2nd Edition (pp. 149-156). New York: Peter Lang Publishing, Inc.
Hollingsworth, S., & Miller, J. L. (1994). Rewriting ‘gender equity' in teacher research. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform (pp. 121-140). Chicago: National Society for the Study of Education.
Miller, J. L. (1993). Solitary Spaces: Women, curriculum, and teaching. In D. Wear (Ed.), The center of the web: Women and solitude (pp. 245-252). Albany: State University of New York Press.
Reprinted in R. Martusewicz & W. Reynolds (Eds.), Inside/Out: Critical perspectives in education (pp.201-208). New York: St. Martin's Press, 1994.
Miller, J. L. (1993). Constructions of gender and curriculum. In S. K. Biklen & D. Pollard (Eds.), Gender and education (pp. 43-63). Chicago: National Society for the Study of Education.
Miller, J. L. (1992). Gender and teachers. In B. Appleby & N. McCracken (Eds.), Gender issues in the teaching of English (pp. 174-190). Portsmouth, NH: Heinemann - Boynton/Cook Publishers.
Miller, J. L. (1992). Teachers, autobiography, and curriculum: Critical and feminist perspectives. In S. Kessler & B. B. Swadener (Eds.), Reconceptualizing early childhood education (pp. 103-122). New York: Teachers College Press.
Miller, J. L. (1992). Teachers' spaces: A personal evolution of teacher lore. In W. Schubert & W. C. Ayers (Eds.), Teacher lore: Learning from our own experience (pp 11-24). New York: Longman.
Miller, J. L. (1991) Seeing Guernica. In W. Schubert & G. Willis (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts (pp. 239-243). Albany: State University of New York Press.
Miller, J. L. (1990). The Teacher as curriculum creator. In J. D. Marshall & J. T. Sears (Eds.), Teaching and thinking about curriculum: Critical inquiries (pp.85-96). New York: Teachers College Press.
Miller, J. L. (1989). Gender studies: Impact on school curriculum. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies (pp. 371-374). Oxford, England: Pergamon Press.
Miller, J. L. (1989). Academic repositionings: Issues of imposition and community in collaborative research. In T. R. Carson & D. J. Sumara (Eds.), Exploring collaborative action research: Proceedings of the ninth invitational conference of the Canadian Association for Curriculum Studies (pp. 89-102). Edmonton: Canadian Association for Curriculum Studies.
Miller, J. L. (1989). Reflections on interpretive inquiry: Possibilities and challenges. In F. Hultgren & D. Coomer (Eds.), Alternative modes of inquiry in home economics research: Yearbook 9, American Home Economics Association (pp. 159-164). Peoria, IL: Glencoe Publishers.
Miller, J. L. (1988). The resistance of women academics: An autobiographical account. In Contemporary Curriculum Discourses, W. F. Pinar, (Ed.), (pp. 486-494). Scottsdale, AZ: Gorsuch Scarisbrick Publishers.
Miller, J. L. (1987). Teachers' emerging texts: The empowering potential of writing inservice. In J. Smyth (Ed.), Educating teachers: Changing the nature of pedagogical knowledge (pp. 193205). London: The Falmer Press.
REFEREED JOURNAL ARTICLES:
Miller, J. L. (2000). English education in-the-making. English Education, 33,(1) 34-50.
Miller, J. L. (2000). What's left in the field .... A curriculum memoir. Journal of Curriculum Studies, 32, (2), 253-266.
Miller, J. L. (1999). Putting cultural studies to use: "Translating the curriculum." Journal of Curriculum Studies, 31 (1), 107-110.
Ellsworth, E. & Miller, J. L. (1996). Working difference in education. Curriculum Inquiry, 26(3), 245-264.
Miller, J. L. (1996). Teachers, researchers and situated school reform: Circulations of power. Theory Into Practice, 35(2), 86-92.
Miller, J. L. (1996). Curriculum and the reconceptualization: Another brief history. JCT: Journal of Curriculum Theorizing, 12(1), 6-8.
Orner, M., Miller, J. L., & Ellsworth, E. (1996). Excessive moments and educational discourses that try to contain them. Educational Theory, 46(1), 71-91.
Miller, J. L. (1996). `The human histories . . . JCT: Journal of Curriculum Theorizing, 12 (4), 42-43.
Miller, J. L. (1994). ‘The surprise of a recognizable person' as troubling presence in educational research and writing. Curriculum Inquiry, 24(4), 503-512.
Hollingsworth, S., & Miller, J. L. (1992). Issues of gender equity in teacher-research. Institute for Research on Teaching Occasional Papers Series #143. East Lansing: Michigan State University.
Miller, J. L. (1992). The politics of teacher-research. The Council Chronicle, National Council of Teachers of English, 2(1).
Miller, J. L. (1992). Shifting the boundaries: Teachers challenge contemporary curriculum thought. Theory Into Practice, 31(3), 245-251.
Miller, J. L. (1992). Exploring power and authority issues in a collaborative research project. Theory Into Practice, 31(2), 165-172.
Miller, J. L., & Martens, M. L. (1990). Hierarchy and imposition in collaborative inquiry: Teacher-researchers' reflections on recurrent dilemmas. Educational Foundations, 4(4), 41-59.
Miller, J. L. (1989). Long Island and literature: Teachers' notes. Long Island and Literature 5, 5-10.
Miller, J. L. (1987). Women as teacher/researchers: Gaining a sense of ourselves. Teacher Education Quarterly, 14(2), 52-58.
Miller, J. L. (1987). Folded memories and future dialogues: The teaching of language arts. Teaching Education, 1(1), 16-18.
Miller, J. L. (1986). Marking papers and marking time: Issues of self-concept in women and men who teach. Teaching and Learning: The Journal of Natural Inquiry, 1(1), 26-38.
Miller, J. L. (1986). Woman as teachers: Enlarging conversations on gender and self-concept. Journal of Curriculum and Supervision, 1(2), 111-121.
Wolff, R. J., & Miller, J. L. (1984). The humanities, social justice and reconceptualization: Jacques Maritian revisited. The Journal of General Education, 36(3), 216-231.
Miller, J. L. (1984). Holistic education and 23-30.
Miller, J. L. (1983). Guest Editor. Issues in in-service education. Impact: The Journal of New York State Association for Supervision and Curriculum Development, 18, 1-10.
Miller, J. L. (1983). A search for congruence: The influence of past and present in preparing future teachers of writing. English Education,15(1), 5-16.
Miller, J. L. (1983). The resistance of women academics: An autobiographical account. The Journal of Educational Equity and Leadership,3(2),101-109.
Miller, J. L. (1982). The breaking of attachments: Feminism and curriculum theory. The Journal of Curriculum Theorizing, 4(2), 10-20.
Pinar, W. F., & Miller, J. L. (1982). Feminist curriculum theory: Notes on the American field. The Journal of Educational Thought, 16(3), 217-224.
Miller, J. L. (1982). Reflections and reciprocal 25(1), 194-204.
Miller, J. L. (198,2). Writing and the teaching of writing: Case studies of self-concept and the composing processes. Writing Processes of College Students, 2, 37-47.
Miller, J. L. (1981). The sound of silence breaking: Journal of Curriculum Theorizing, 4(1), 5-11.
Miller, J. L. (1981). Three language-arts curriculum models and a guide for developing an English curriculum for the Eighties. English Journal, 70 (5), 70-71.
Miller, J. L. (1980). Interdisciplinary student/teacher materials in energy, the environment and the economy. Project for an Energy-Enriched Curriculum, 6, 20-30.
Miller, J. L. (1979). Women: The evolving educational consciousness. The Journal of Curriculum Theorizing, 2(1), 238-246.
Miller, J. L. (1979). Greene As artist: The challenge to see anew. Curriculum Inquiry,9(4), 333-337.
Miller, J. L. (1979). Women and education: A self Association for Supervision and Curriculum Development, 14 (3), 24-28.
Miller, J. L. (1979). Potentials and perils: Interactive cable television as an instructional medium. Media Adult Learning, 49, 49-55.
Miller, J. L. (1978). Curriculum theory: The recent history. The Journal of Curriculum Theorizing, 1(1), 28-43.
2001 Consultant, Miami University of Ohio, Department of Educational Leadership: "The Intersections of Leadership, Culture, and Schooling"
1994-1996 Consultant, Wisconsin Department of Public Instruction Federal Grant, "Connecting the Curriculum," a project to create interdisciplinary curriculum for Grades K-12.
1991-1994 Researcher, "A Study of School Change," sponsored by The Coalition of Essential Schools, Brown University.
1992-present Consultant, Stoner Prairie Elementary School, Verona School District, Fitchburg, WI: A Study of the Prototype Program for Interdisciplinary Curriculum and Multi-Aged Grouping in Grades 1-3 and 4-5.
1992-93 Researcher, Institute for Educational Inquiry: A Study of the Renewal Effort in the Philadelphia School District. Co-Sponsored by The Philadelphia Schools Collaborative and the Coalition of Essential Schools.
1991 Summer Institute on Teaching, University of Wisconsin-Oshkosh
1984-1991 Longwood Island School District, Middle Island, New York, "Writing Across the Curriculum" - a series of inservice sessions for teachers K-12.
1988 North Babylon Free Union School District, North Babylon,NY: "Teacher As Researcher" - a series of inservice sessions for teachers, K-8.
1985 North Babylon Free Union School District, North Babylon,New York. "Writing as Process" - a series of inservice sessions for elementary teachers
1985-1987 Middle Country School District: Superintendent's appointed Writing Committee to develop a writing
1982-1986 Consultant, Tidewater Writing Project, Norfolk,Virginia.
1984-1987 Consultant, New York Alliance for the Public Schools: "Principal as Curriculum Leader."
1983 Consultant, Curriculum Assessment and Development Project, Virginia Beach Public Schools.
1982 Consultant, Composition Enrichment for High School Students, Norfolk Public Schools, Norfolk, Virginia.
1980 Department of Energy curriculum writing: methods manuals for energy education.
1980 Proposal Reviewer for Faculty Development Programs, Oakridge Associated Universities and Dept. of Energy, December, Atlanta, GA.
1979 Six-month assignment in Washington, DC: Battelle Division: "A Monitoring and Evaluation of Curriculum Projects in Energy Education"
Janet L. Miller earned her M.A. in English Education from the University of Rochester, New York, and her Ph.D. in Humanities Education and Curriculum Theory from The Ohio State University. She taught high school English for seven years and has been teaching at the university level since 1979. She currently is Professor and Coordinator of Programs in English Education/The Teaching of English at Teachers College and Co-Chair of the Teacher Education Policy Committee.
Active in the American Educational Research Association (AERA) for many years, she was elected Vice President of AERA for Division B-Curriculum Studies for the 1997-1999 term, and elected AERA Secretary of Division B for the 1990-1992 term. She was 1994 Chair of the Division's Dissertation Award Committee, and served as a Program Section Chair (for Curriculum Theorizing) for the Division's 1996 Annual Meeting Program. She also served as Chair of the Nominating Committee for Division B for the 1999-2000 term. In addition, she was elected Chair of the AERA Critical Issues in Curriculum Special Interest Group from 1988 through 1990.
Janet was elected President of the American Association for the Advancement of Curriculum Studies for the 2001-2004 term, and re-elected President for a second term. In 1991, Janet received Hofstra University's Stessin Prize for Outstanding Scholarly Publication for her book, Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment. In 1992, she received the James N. Britton Award from the National Council of Teachers of English for that same book. In 1998, she was awarded National-Louis University's University-wide Faculty Excellence in Research Award, and in 2001, 2002, 2003, and 2004 she received an Excellence in Teaching Award from Teachers College, Columbia University.
As Managing Editor of JCT: The Journal of Curriculum Theorizing since its inception in 1978 through 1998, Janet also served for many years as Program Chair of the JCT-sponsored Bergamo Annual Conference on Curriculum Theory and Classroom Practice. Her research and teaching interests focus on intersections of curriculum and feminist theories, constructions of teacher subjectivities in collaborative school reform and research efforts, and biography and autobiography as postmodern forms of qualitative inquiry. Her work has been published in a number of international refereed journals, including Curriculum Inquiry, Educational Theory, Journal of Curriculum and Supervision, Educational Foundations, English Journal, Journal of Curriculum Studies, English Education, and JCT, among others. As well, she has authored over twenty-five book chapters. Janet is the author of Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (State University of New York Press, 1990) and Co-Editor, with William C. Ayers, of A Light in Dark Times: Maxine Greene and the Unfinished Conversation (Teachers College Press, 1998). A collection of her writing from 1978 through 2004, Sounds of Silence Breaking: Women, Autobiography, Curriculum (Peter Lang Publishing), was published in 2005. She recently received one of two Teachers College Tenured Faculty Research Awards for the 2003-2004 academic year for her current research, tentatively entitled "Convergences: A Collaborative Biography of Maxine Greene."
Call or email for appt.
- American Educational Research Association
- American Association for the Advancement of Curriculum Studies
- National Council of Teachers of English
- Phi Delta Kappa
A&HL 5150: Research in practice
Examines the role of research facilitators in knowledge acquisitions/production, emphasizing the intellectual work of research as well as the social, cultural, and political implicatons of community-based research.
A&HE 5504: Research paper: teaching of English
Required of all Ed.M., Ed.D. and Ph.D. students. This course seeks to facilitate the writing of the paper representing a refined presentation of a students research question and area of inquiry. Special fee required.
A&HE 6151: Narrative Research in English Education
Permission of instructor required. A survey of approaches to and examples of narrative research, including oral history, life history, biography, autobiography, and autoethnography. Special fee required.
A&HE 6152: Advanced narrative research in English education
This advanced course will provide context for students to build on their prior knowledge of various genres of narrative research (biography, autobiography, testimonial, oral history, or life history, for example), to engage in sustained study of a variety of theoretical and methodological perspectives that might frame their research, and to further develop their own narrative research projects.
A&HE 6204: Advanced fieldwork in teaching English
Permission of instructor required. See description for A&HE 5204.
A&HE 6404: Internship in college teaching of English
Permission of instructor required. Opportunities to work in various field-based sites. Students must inquire to see if opportunities are available during any given semester.
A&HL 6404: Internship in college teaching of English
Opportunities to work in college programs. Students must inquire to see if opportunities are available during any given semester.
A&HE 6450: Internship in teaching English
Permission of instructor required. A forum designed to offer students an opportunity to explore key issues in the field through their involvement with students, teachers, and classroom settings throughout the city. Special fee required.
A&HE 6904: Research and independent study
Permission of instructor required. Advanced research and independent study under the direction of a faculty member. Students work individually or with others.
A&HL 6904: Rsch & Ind Stdy:Tchng English
A&HE 7504: Dissertation: teaching of English
Permission of instructor required. Designed to help students shape the writing of the review of literature, research methodology, data analysis and implications of the research. Special fee required.
A&HL 7504: Diss Sem-Teaching of English
A&HE 8904: Dissertation advisement in teaching English
Permission of instructor required. All Ed.D. and Ph.D. students must be continuously registered for Dissertation Advisement until completion of the program. Fee to equal 3 points, current tuition rate for each term.