Dr. 科琳Pennell

来自威斯康辛州麦迪逊市. Pennell began her teaching career in New Mexico as a fifth-grade teacher on the Zuni Indian Reservation. She spent the next several years in the southwest, working as both a classroom teacher and a Reading Teacher in Phoenix, AZ. Her mid-western roots brought her back to Wisconsin where she worked as a public-school Reading Specialist. 她开始了全职工作, higher education career in 2011 and has been at 博天堂官方入口登陆登录 since 2015.

• 红衣主教斯特里奇大学博士.D. 语文及读写
• 北亚利桑那大学，M.Ed. in Curriculum and Instruction with Reading Endorsement
• 埃奇伍德学院，B.S. 小学教育

素质教育, 课堂话语, 阅读理解, 阅读和写作框架(K-12).

参考期刊文章

Pennell C. (2017). Classroom discourse during close reading: A multi-case study. 手稿准备中.

Pennell C. (2017).  Philosophy for children: Five reasons to start today.  Wisconsin State Reading Association Journal. 

Pennell C. (2014). In the age of analytic reading: Understanding readers’ engagement with text. 阅读老师.  卷. 68 No. 4

Pennell C. (2014).  Speaking and listening: Five lessons to start the year off right! Wisconsin State Reading Association Journal.

Pennell C. (2010).  Improving student writing through classroom talk: A case study. Wisconsin State Reading Association Journal. 卷. 49 No. 2

Local and National Peer Reviewed Presentations

Pennell C. (2017) 课堂话语 during Close Reading: A Multi-Case Study. American 教育al Research Association (AERA) (paper session).

安德森,R.克莱默，K.彭奈尔，C. (2017). Developing Self Awareness in the Literacy Classroom:  The What, Why, and How. Wisconsin State Reading Association Annual Convention.

Pennell C. (2016) 国际 Congress of Qualitative Inquiry 12^th 年度会议.  Student Engagement during Close Reading: A Case Study.

Pennell C. (2016) Wisconsin State Reading Association Annual Convention.  你有什么证据?? Closing in on Middle Schooler’s Literary Discussions.

奥尔布赖特,C.柯布，T.安德，M.哈德格罗夫，J.克尔彻，K. Lieck J.马伦，M., & Pennell C. (2016) Wisconsin State Reading Association Annual Convention. 创造你的21^st 世纪的工具箱. 

Pennell C. (2015) Literacy Research Association (LRA) 年度会议, Carlsbad, CA. 课堂话语 during Close Reading.  

Hameister T. & Pennell C. (2014). Association of Teacher 教育 年度会议, Phoenix, AZ.   Sustained, Targeted, and Accessible Support Communities for RTI

Pennell C. (2014). University of Wisconsin Reading Research Symposium, Milwaukee, WI.  研究海报展示， The Epistemic Climate in a Dialogically Organized Reading Intervention.

Pennell C. (2014). 国际 Reading Association (IRA) Annual Convention New Orleans, LA. 研究海报展示. Epistemic Beliefs Underpinning Discourse: A Multi-Case Study.

克尔彻,K. Lieck J.奥曼丘，F., & Pennell C. (2014). Wisconsin State Reading Association (WSRA)Annual Convention, Facilitating Accountable Talk in the Early Childhood Classroom.

Pennell C. (2013). Literacy Research Association (LRA) 年度会议, Dallas, TX. 论文陈述: Epistemic Beliefs Underpinning Discourse: A Multi-Case Study.

Hameister T. & Pennell C. (2013). Wisconsin State Reading Association (WSRA) Annual Convention, RTI Strategies for the Classroom Teacher.

Pennell C. (2012) National Council Teachers of English (NCTE) Annual Convention, Las Vegas, NV.  研究圆桌会议: Teaching Reading and Writing from a Critical Literacy Perspective.

Pennell C. (2012). 国际 Reading Association (IRA) Annual Convention, Chicago, IL. 研讨会演讲. Responding to Struggling Readers with a Critical Literacy Intervention: Using Philosophy for Children to Leverage Accountable Talk and Critical Thinking

Pennell C. (2012).  Wisconsin State Reading Association (WSRA) Annual Convention, Philosophy for Children: Comprehending Text through Dialogic Inquiry

Reisel K.彭奈尔，C. Schrimpf,年代.亲爱的，J.，帧，J., (2011). Wisconsin State Reading Association (WSRA) Annual Convention, Primary Reading and Writing Workshop: Exploring the Space of Intentional Teaching

Pennell C. (2010).  National Council of Teachers of English (NCTE) 2010 Annual Convention, Orlando, FL Improving Writing through Teacher Talk

部门服务

• Foundations of Reading Boot Camps – Plan and Instruct
• ACPE修订委员会成员
• 策略策划委员会

博天堂官方入口登陆登录服务

• PLC Facilitator for Health Sciences (2016-2017)
• Feasibility Workgroup Member Health Sciences

外部服务

• Wisconsin State Reading Association: 3^rd 副总统
• Co-President Wisconsin Professors of Reading
• ESEA/RtI/评估工作队(WSRA)
• 编辑审查委员会WSRA

I have an interactive teaching approach that prioritizes clear instruction, 讨论, 以及健康的反馈. I strive to provide a positive and safe classroom community where I devote time to knowing and understanding my learners, 无论是个人还是学术上.

I am passionate about improving the lives of children who have been marginalized by reading difficulty and believe that teacher education can make a difference for the literacy outcomes of kids.

I believe in providing diverse and collaborative learning opportunities. My classes include healthy amounts of 讨论 that promote the exchange of multiple perspectives. I facilitate learning environments where opinions and ideas are recognized and deliberated upon. I encourage learners to question and challenge one another’s ideas as well as their own beliefs regarding language and literacy.

That I love to laugh and I find a lot of humor in a trip to the dog park with my four legged best friends. 最重要的是, students should know that I am passionate about the field of literacy education, especially as it relates to working alongside preservice and practicing educators.