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Donna E. Alvermann

Donna E. Alvermann. Scholar Talk – By Jessica Streck Ortolano. Overview – Scholar Talk. Who is Donna E. Alvermann ? Brief Bio Education Professional Career My Review of Her Work Current Work – Video Clip Why I Chose Donna!. Who is Donna E. Alvermann ?. Bio Education

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Donna E. Alvermann

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  1. Donna E. Alvermann Scholar Talk – By Jessica Streck Ortolano

  2. Overview – Scholar Talk • Who is Donna E. Alvermann? • Brief Bio • Education • Professional Career • My Review of Her Work • Current Work – Video Clip • Why I Chose Donna!

  3. Who is Donna E. Alvermann? Bio Education Professional Career Awards/Honors • Dog Lover • Jazz Musician • Teacher, Writer, Professor and… • Currently lives near and works at the University of Georgia

  4. Who is Donna E. Alvermann? Bio Education Professional Career Awards/Honors • B.S. in 1965 from University of Texas at Austin • M.A. 1968 “” • M.L.S in 1980 from Syracuse University • Ph.D. in 1980 “” Wordle of Her Vita!

  5. Who is Donna E. Alvermann? Bio Education Professional Career Awards/Honors Collegiate/Professor Experience Public School Experience Consultant Visiting Scholar Researcher

  6. Who is Donna E. Alvermann? Bio Education Professional Career Awards/Honors • Memberships: • Invisible College for Research on Teaching • Wellesley Centers for Women • European Association for Research on Learning and Instruction • Laubach Literacy Volunteer Tutor for Adult Literacy Program • NCRE, NCTE, ARF, CRA, AERA, NRC, IRA, AMLA • Awards: • Warren G. Findley Research Award • Albert J. Kingston Award • Oscar S. Causey Award • Honorary Doctorate of Pedagogy (at L.I.U) • International Reading Forum’s Brenda S. Townsend Service Award • and MANY MORE! Elected to the Reading Hall of Fame in 1999

  7. Review of Her Work… • Professional Workshop & Talks • Over 203 • Grants funded • Over 23 • Presentations • Over 315 • Written • 7 Books • 210 Articles

  8. Review of Her Work… • The articles I choose: • Text Differences: Children's Perceptions at the Transition Stage in Reading. (1982) • Using Textbook Reading Assignments to Promote Classroom Discussion. (1984) • Effects of Spontaneous and Induced Lookbacks on Self-Perceived High-and Low-Ability Comprehenders. (1988) • Teacher-Student Mediation of Content Area Texts. (1989) • Peer-led discussions: whose interests are served? (1995-96) • Getting involved and having fun: Dilemmas in building a literate community in one lower‐track English class. (1996)

  9. Current Work – Video Clip • What made me choose Donna? • Hall of Fame • Female • Dog Owner • Music Lover • Interest in Current Work • Adolescents' Online Literacies • Digital Media • Popular Culture 2012 - TechZombie Interview

  10. References: Websites: • http://www.ibr.uga.edu/directory/faculty/alvermann.htm • http://curry.virginia.edu/ • http://www.readinghalloffame.org/donna_alvermann • http://all4ed.org/people/donna-alvermann/ • http://www.quora.com/Donna-Alvermann/about • http://www.linkedin.com/in/donnaalvermann • http://scholar.google.com/citations?user=UB7GB5wAAAAJ&hl=en • https://twitter.com/diglitalvermann • https://plus.google.com/104217120523885803452/about • http://www.youtube.com/watch?v=m9xWBZdnmHU Articles: • Alvermann, D. E. (1982). Text Differences: Children's Perceptions at the Transition Stage in Reading. The Reading Teacher, 36(3), 298-302. • Alvermann, D. E. (1984). Using Textbook Reading Assignments to Promote Classroom Discussion. The Clearing House, 58(2), 70-73. • Alvermann, D. E. (1989). Teacher-Student Mediation of Content Area Texts. Theory into Practice, 28(2), 142-147. • Alvermann, D. E. (1995-1996). Peer-led discussions whose interests are served? Journal of Adolescent & Adult Literacy, 39(4), 282-289. • Alvermann, D. E., Umpleby, R., & Olson, J. R. (1996). Getting involved and having fun: Dilemmas in building a literate community in one lower‐track English class. International Journal of Qualitative Studies in Education, 9(4), 461-475. doi: 10.1080/0951839960090407 • Alvermann, D. E. (n.d.). Effects of Spontaneous and Induced Lookbacks on Self-Perceived High-and Low-Ability Comprehenders. The Journal of Educational Research, 81(6), 325-331.

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