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EMILY PENDERGRASS Peabody College of Vanderbilt University

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EMILY PENDERGRASS Peabody College of Vanderbilt University EMILY PENDERGRASS Peabody College of Vanderbilt University Department of Teaching and Learning 706.983.9516 [email protected] Rank: Associate Professor Director of Reading M.Ed. Program https://www.youtube.com/watch?v=u8OfAsFLT5I https://my.vanderbilt.edu/harrypotterandchildrensliterature Areas of specialization: Struggling readers in the context of reading as a community practice, with special reference to professional development and new literacies including technologies EDUCATION Degrees Ph.D. Language and Literacy Education, University of Georgia, 2011 Master’s Degree: Health Promotion, University of Alabama, 2003 Bachelor’s Degree: Multidisciplinary Education: 5-8th Specialist, University of Tennessee-Chattanooga, 1999 Certifications Interdisciplinary Qualitative Studies (2011). Qualitative Research Program, University of Georgia, Athens, GA. 401 Elementary Teaching Credential 1-8 issued by the Tennessee Department of Education. T-7: Professional Clear Renewable Teaching Credential in Early Childhood Education (P-5) issued by the Georgia Professional Standards Commission. T-7: Professional Clear Renewable Teaching Credential in Middle Grades Education (5-8) issued by the Georgia Professional Standards Commission. Concentrations- Language Arts, Reading, Social Studies PROFESSIONAL EXPERIENCE 2019-present Associate Professor of Literacy, Department of Teaching and Learning, Peabody College at Vanderbilt University, Nashville, TN 2016-2019 Senior Lecturer, Department of Teaching and Learning, Peabody College at Vanderbilt University, Nashville, TN 2011- 2016 Lecturer, Department of Teaching and Learning, Peabody College at Vanderbilt University, Nashville, TN 2010-2011 Instructor of Record/Teaching Assistant, Department of Language and Literacy, University of Georgia-Athens 2007-2010 Graduate Assistant, Red Clay Writing Project Coordinator, University of Georgia- Athens 2006-2012 Teacher Consultant, Professional Learning Teacher, University of Page 1 of 20 Pendergrass 2/2/20 Georgia, Athens, GA 2001-2010 Teacher, 6th-8th grade Reading, Language Arts, Title 1 Reading, Social Studies, West Jackson Middle School, Jefferson, Georgia 2000-2001 Inclusion Teacher, 2nd and 4th grade, Liberty Elementary School, Clarksville, TN HONORS AND AFFLIATIONS Elmer Jackson Carson Memorial Reading Scholarship, Department of Language and Literacy: University of Georgia, May 2010 Named Red Clay Writing Project Scholar and awarded a three-year fellowship to the University of Georgia. 2007-2010. Inducted into Alpha Upsilon Alpha- International Reading Association Honor Society, April 2008 Distinguished Teacher, West Jackson Middle School Red Clay Writing Project Fellowship, University of Georgia, 2006 Teacher of the Month, West Jackson Middle School, January 2002 Selected to represent Jackson County Schools in the Teachers to Leaders Program, Spring 2002 Green Apple Award (Teacher of the Year with less than 5 years experience) Liberty Elementary School, 2001 Kappa Delta Pi National Education Honors, University of Tennessee at Chattanooga, Induction 1998 Golden Key National Honor Society, University of Tennessee at Chattanooga, Induction 1998 PUBLICATIONS Articles in Refereed Journals: Bruyère, J. & Pendergrass, E. (forthcoming). Are your students writing or authoring? Young author’s milieux. Early Childhood Education Journal. Pendergrass, E., Reynolds, D., & Lantos, T. (2018). “I felt like my brain was going to explode”: Positioning beginning teachers as struggling readers. Literacy Practice and Research, 44(1), 7-15. Stewart, T. T. & Pendergrass, E. (2015). Reading motivation, and the power of social relationships: Learning from middle school students in a title I classroom. Georgia Journal of Reading of the International Reading Association, 38(1). 25-31. Pendergrass, E. (2013-14). Differentiation: It starts with pre-assessment. Educational Leadership, 71(4). Available at http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiatio n@_It_Starts_with_Pre-Assessment.aspx (Circulation of 160,000+). Page 2 of 20 Pendergrass 2/2/20 Pendergrass, E. (2010). Privileges not normally extended to struggling readers: Building success in the classroom. Reading in the Middle, Fall 2010. Pendergrass, E. (2010). First opinion: Stone Conversations. First Opinions-Second Reactions, 3(2). Available at http://docs.lib.purdue.edu/fosr/ Pendergrass, E. (2009). "At-Risk" students become empowered teachers: Students teaching their expertise to classmates. Journal of Teacher Research, 2. Available at coehs.csuohio.edu/jtr/ Pendergrass, E. (2008). Using pop-culture novels to promote engagement. Signal: The Journal of the IRA Special Interest Group on Literature for the Adolescent Reader, XXXI (2), 12-15. Book Chapters Hundley, M., Jocius, R., & Pendergrass, E. (2019). Rethinking Writing Pedagogy: Supporting Preservice and Inservice Teachers’ Digital and Multimodal Writing Practices. In Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Invited Blog Posts Pendergrass, E. (March 26, 2019). Gun Violence in YA Novels. http://www.yawednesday.com/blog/gun-violence-in-ya-novels-by-emily-pendergrass Pendergrass, E. (October 30, 2017). How to Trap Bugs and Other Stories from Our Youth http://www.enhopeexchange.org/blog/how-to-trap-bugs-and-other-stories-from-our-youth Pendergrass, E. (March 22, 2017). Harry Potter and the Transmedia Immersive Literature Class. YA Wednesday. Available at http://www.yawednesday.com/blog/harry-potter-and-the- transmedia-immersive-literature-class (Blog post traffic for seven days 3/22-29/2017: 3,482 page visits and 996 unique individual ip addresses visits.) Pendergrass, E. (November 21, 2014). It Takes a Village. Nerdy Book Club. Available at http://nerdybookclub.wordpress.com/2014/11/21/it-takes-a-village-by-emily- pendergrass/ (NBC has over 5000 followers) Book Reviews: Pendergrass, E. (2013). Perfected by girls. The ALAN Review, 39(2). p. A5. Also available on Barnes and Noble website. Book Contributions: Fecho, B., featuring Kristi Amatucci, Sarah Skinner, Russ Turpin, Paige Cole, Angela Page 3 of 20 Pendergrass 2/2/20 Dean, Trevor Stewart, Amy Wilson, Dawan Coombs, Emily Pendergrass, Soria Colomer, Lisa Hall, & Ian Altman. (2011). Writing in dialogical classrooms: Students and teachers responding to the texts of their lives. Urbana, IL: National Council of Teachers of English. Online Contributions/In the News Lindenfeld Hall, S. (2019, November 7). Why you should encourage your child’s love of graphic novels. https://www.parents.com/kids/education/reading/why-you-should- encourage-your-childs-love-of-graphic-novels/ Reynolds, J. (2017, October 6). How to improve literacy scores: Trust teachers, make reading relevant. http://www.tennessean.com/story/news/education/2017/10/06/how- improve-literacy-scores-trust-teachers-make-reading-relevant/662610001/ Barnett, C. (2017, March 14) Students spend spring break studying Harry Potter in England. http://vanderbilthustler.com/campus/students-spend-spring-break-studying-harry-potter-in- england.html Brasher, J. (2014, December 9). 20 fun learning activities for the holiday break. Vanderbilt News. My contribution was generating a list of activities that children could engage in over the holidays to take advantage of all learning opportunities. Johnston, J. (2014, November 21). Teaching as a team sport boosts student performance. https://news.vanderbilt.edu/2014/11/21/teaching-as-a-team-sport-boosts-student- performance/ Brasher, J. (2014, March 20). Harry Potter themed psychology class travels to England. https://news.vanderbilt.edu/2014/03/20/harry-potter-class/ PRESENTATIONS Invited Presentations Driving Advanced Literacy Practices from a System’s Perspective. (2018, October 26). Panel Presentation Council of Great City Schools. Baltimore, Maryland. This presentation was with Shawn Joseph MNPS Director of Schools; Monique Felder, Chief Academic Officer; Kathryn Pattullo, MTSS Director; Jill Petty/Barbara Lashley, Directors of Literacy. “Can One Person Make a Difference?: Harry Potter and Political Action”. (2014, October 24). Keynote speech delivered to Model United Nations Delegates. Text Analysis Practices and Research. (2014, September 23). Literacy Research Association: Research to Practice Series. The purpose of the Research to Practice series is to connect current research and "best principles" to what could/should be happening in the classroom. Shows are broadcast on Google Hangouts-on-Air and archived on the LRA website and YouTube. Conference Presentations Page 4 of 20 Pendergrass 2/2/20 Creating Composers: Using Digital and Multimodal Writing to Develop Pedagogical Change with Pre-Service Teachers. (2019 December). Panel Presentation at The American Reading Forum. Sanibel Island Florida. Reading and Responding to Children’s Nonfiction Texts Representing Disability. (2019 December). Symposium Presentation at The American Reading Forum. Sanibel Island Florida. A New View: Writing as Authoring. (2019 December). Advancing Literacy Presentation at The American Reading Forum. Sanibel Island Florida. Critical Literacies in Classroom Settings (2019, November). Panel Presentation National Council of Teachers of English. Baltimore, Maryland. Developing Digital Composers: Preparing Students to Create Digital and Multimodal Compositions. (2019, November). Panel Presentation National Council of Teachers of English. Baltimore, Maryland. Behind Closed Doors?: Moving Conversations about Sexuality and Gender in Texts into the Classroom. (2019,
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