1. Judith L. Green, Ph.D. Eminent Scholar Mona McWhorter RDG 692, Spring 2013

2. Judith L. Green Professor, Gevirtz Graduate School, University of California, Santa Barbara Education 1977 Ph.D., Language and Reading Development, University of California, Berkeley 1970 M.A. Educational Psychology, California State University, Northridge 1967 Columbia Teachers College, NDEA Institute on Language and Linguistics 1963 B.A. History/Speech, University of California, Berkeley

3. Professional Experiences 1990 – Current Professor, University of California 1983 - 1990 Professor and Associate Professor, Education Policy and Leadership, Ohio State University 1980 - 1983 Associate Professor, Educational Development, University of Delaware 1975 – 1980 Associate Professor, Early Childhood Education, Kent State

4. Honors, Awards Fellow, American Educational Research Association, 2010 AERA Outstanding Reviewer Award, Educational Researcher, 2010 Division G: Social Contexts of Education, Life Time Achievement Award, 2006 Sir Alan Sewell Research Fellowship, Griffith University, Australia, 2006 Elementary Section Nominating Committee, Nation Council of Teachers of English, 2001 Director, Commission on Language, National Council of Teachers of English, 2000 President, National Conference for Research on Language and Literacy, 1997

5. Research Focus Research Interests: Learning within and across disciplines Learning and technology Classroom research Literacy across disciplines Learning in community Research methods: Qualitative, Ethnographic, Cross case research, Action research

6. Questions to Explore in Research and Teaching: How do children gain access to school knowledge? What counts as literacy and learning in school settings? How is disciplinary knowledge socially constructed? What opportunities for learning are constructed in classrooms, and who has access to these opportunities? How does the theory you select shape your research questions, the methods you use, and the claims that you can make about a phenomenon?

7. Founding member of the Santa Barbara Classroom Discourse Group Identify principles of teacher practices to support equity of access for all students Collaborative community of teacher, student, and university ethnographers Explore questions guided by theories on the social construction of knowledge Santa Barbara Classroom Discourse Group (SBCDG)

8. Center for Education Research for Literacy and Inquiry in Networking Communities - LINC Co-Director of LINC Research methodologies for exploring Literacy and Inquiry in classrooms Interactive, reflective, action-oriented curriculum designs for literacy and inquiry across disciplines in K-12 classrooms Approaches to Teaching for Social Justice, building on ethnographic and discourse research on the complex work of teachers, committed to equity of access to disciplinary knowledge for all students

9. Contributions Teaching and Learning relationships Discourse patterns of everyday life in classroom Constructing literate communities within classrooms Thematic School approach Disciplinary knowledge as socially constructed How classroom practices support student access across academic disciplines Examined the literacy demands of subject area classes Ethnographic research “Let’s us look for the roots and routes of learning and enables us to trace how learning develops over time.”

10. Articles of Interest “I used to know that”: What happens when reform gets through the classroom door (2000) Proposition 227 “policy web” formed by national, state, and district that impacted bilingual instruction; An ethnographic study of a fifth- grade classroom illustrates how policies limited bilingual learning opportunities (California law, 1998) What Counts as Evidence and Equity? (2010) Persistence of educational inequality; Evidence matters in the ongoing struggle for more equitable and just education

11. Research Articles Researching the opportunities for learning for students with learning difficulties in classrooms: An ethnographic perspective (2011) An ethnographic research project to reveal the complex, multi-layer nature of learning in the classroom How a multi-faceted, multi theoretical research perspective is important to expose supports and constraints in learning Exploring and finding ways to talk about possibilities in classroom research (2006) Explore classroom life and its consequences for teachers and students Search for a “language” that represents the complex, dynamic social and academic worlds of the classroom