Peter Smagorinsky
Work: 706-542-4507
Fax: 706-542-4509
E-Mail: smago@uga.edu
Social Security #: @#$-&%-@*&^
EDUCATION
1989 Ph.D. English Education,University of Chicago
1977 M.A.T. English Education,University of Chicago
1974 B.A. English Literature, Kenyon College (Gambier, OH)
1968-1970 Princeton High School (Princeton, NJ)
1966-1968 T. A. Edison High School (Fairfax County, VA)
1965-1966 Ascension Academy (Alexandria, VA) (now St. Stephens/St.Agnes Middle School)
1964-1965 Mark Twain Junior High School (Fairfax County, VA)
1963-1964 Wilton Woods Elementary School (Fairfax County, VA) (now an administrative building)
1959-1963 Rose Hill Elementary School (Fairfax County, VA)
1958-1959 Chichester School (Fairfax County, VA)
FACULTY
APPOINTMENTS
University
Secondary
School
DISTINCTIONS
Editing
University Awards for Research/Publications 2009: Edward B. Fry
Book Award, awarded by the National Reading Conference for the book published
within the last five years that most outstandingly advances knowledge about
literacy, displays inquiry into literacy, and shows responsible intellectual
risk taking, presented for Handbook of Adolescent Literacy Research. Awards for Teaching 2007-2008 UGA
Service-Learning Fellow Fellow/Trustee
Positions SCHOLARSHIP Publications Books
Authored or Coauthored Smagorinsky, P., Johannessen, L. R., Kahn,
E., & McCann, T. (in press). The dynamics of writing instruction: A structured
process approach for the composition teacher in the middle and high school.
Portsmouth, NH: Heinemann. Books Edited or Coedited Smagorinsky,
P. (Editor). (1994). Speaking about writing: Reflections on research methodology.
Thousand Oaks, CA: Sage. Curriculum Materials 2009: Senior Consultant, Perfection
Learning language arts handbook series Editor of Special Themed Issues
of Journals National/International
Refereed Journal Articles Smagorinsky, P. (in press). Confessions of a mad professor:
An autoethnographic consideration of neuroatypicality, extranormativity, and
education. Teachers College Record. Smagorinsky, P. (in press). The culture of learning to teach:
The self-perpetuating cycle of conservative schooling. Teacher Education
Quarterly. Smagorinsky, P., Daigle, E. A., O'Donnell-Allen, C., & Bynum,
S. (in press). Bullshit in academic writing: A protocol analysis of a high
school senior's process of interpreting Much Ado About Nothing. Research
in the Teaching of English. Zoss,
M., Smagorinsky, P., & O'Donnell-Allen, C. (2007). Mask-making as representational
process: The situated composition of an identity project in a senior English class.
International Journal of Education & the Arts, 8(10). Retrieved from
http://www.ijea.org/v8n10/v8n10.pdf Smagorinsky, P.
(2002). Growth through English revisited. English Journal, 91(6), 23-29. Smagorinsky, P.
(1999). Time to teach. English Education, 32, 50-73. Translated into Portuguese as: Smagorinsky,
P., & Coppock, J. (1999). Leitor, texto e contexto: Uma investigacao de resposta
coreografica a literatura. Revista da Faeeba, 8(11), 101-124. (Ricardo
Ottoni Vaz Japiassu, Trans.) National/International
Journal Articles-Invited Portes, P., & Smagorinsky, P. (in press). Static structures, changing
people: Educating for shifting populations in stable schools. English Education.
Smagorinsky, P. (in press). A distant perspective on the School of the Dialogue
of Cultures pedagogical movement in Ukraine and Russia. Journal of Russian
and East European Psychology. Smagorinsky, P. (2009). The cultural practice of reading and the standardized
assessment of reading instruction: When incommensurate worlds collide. Educational
Researcher, 38(7), pp. 522-527. Smagorinsky,
P. (2009). The culture of Vygotsky. Reading Research Quarterly, 44, 85-95. Book
Chapters Smagorinsky, P. (in press). Theory and method in research on literacy practices.
In D. Lapp & D. Fisher (Eds.), The handbook of research on teaching
the English language Arts, 3rd ed. Mahwah, NJ: Erlbaum & International
Reading Association & National Council of Teachers of English. Souto-Manning, M., & Smagorinsky, P. (in press). Social justice research
in English education. In sj Miller & D. Kirkland (Eds.), Moving social
justice from theory to policy: Qualitative research tools. New York: Peter
Lang. Smagorinsky, P. (in press). The inscription of self in graphic texts in school.
In M. C. Connery, V. John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky
& creativity: A cultural-historical approach to meaning-making, play,
and the arts. New York: Peter Lang. Smagorinsky, P. (in press). A Vygotskian analysis of the construction of
setting in learning to teach. In V. Ellis, A. Edwards, & P. Smagorinsky
(Eds.), Cultural-historical perspectives on teacher education and development:
Learning teaching. New York: Routledge. Smagorinsky, P., & Daigle, E. A. (in press). The role
of affect in students' writing for school. In E. Grigorenko, E. Mambrino, &
D. Preiss (Eds.), Handbook of writing: A mosaic of perspectives and views.
New York: Psychology Press. Smagorinsky, P. (in press). Teaching writing in the age of accountability:
Reflections from the academy. In G. Troia, R. Shankland, & A. Heintz (Eds.),
Writing research in classroom practice: Applications for teacher professional
development. New York: Guilford. Smagorinsky, P. (2009). The architecture of textuality: A semiotic view of
composing in and out of school. In R. Beard, D. Myhill, M. Nystrand, &
J. Riley (Eds.), Handbook of writing development (pp. 363-373). Thousand
Oaks, CA: Sage. Christenbury, L., Bomer, R.,
& Smagorinsky, P. (2009). Introduction. In L. Christenbury, R. Bomer, &
P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 3-13).
New York: Guilford. Burroughs, R. S., & Smagorinsky, P. (2009). The
secondary English curriculum and adolescent literacy. In L. Christenbury, R. Bomer,
& P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp.
170-182). New York: Guilford. Smagorinsky, P. (2006). Overview. In
P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two
decades of change (pp. 1-14). New York: Teachers College Press. Ragsdale,
D. A., & Smagorinsky, P. (2005). The role of play and small-group work in
activity-based instruction. In T. M. McCann, L. R. Johannessen, E. Kahn, P. Smagorinsky,
& M. W. Smith (Eds.), Reflective teaching, reflective learning: How to
develop critically engaged readers, writers, and speakers (pp. 83-98). Portsmouth,
NH: Heinemann. McCann, T. M., Johannessen, L. R., Kahn, E., Smagorinsky,
P., & M. W. Smith, M. W. (2005). Preface. In T. M.McCann, L. R. Johannessen,
E. Kahn, P. Smagorinsky, & M. W. Smith (Eds.), Reflective teaching, reflective
learning: How to develop critically engaged readers, writers, and speakers
(pp. xxiii-xxv). Portsmouth, NH: Heinemann. Smagorinsky, P., & O'Donnell-Allen,
C. (2004). A study of students' artistic interpretations of Hamlet. In A. Goodwyn
& A. Stables (Eds.), Language and literacy education (pp. 170-191).
Thousand Oaks, CA: Sage. Smagorinsky, P. (2002). Activity theory. In B.
Guzzetti (Ed.), Literacy in America: An encyclopedia (pp. 10-12). New York:
ABC. Smagorinsky, P. (2002). National Conference on Research in Language
and Literacy. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia
(pp. 397-398). New York: ABC. Smagorinsky, P., & Smith, M. W. (2002).
Research in the Teaching of English. In B. Guzzetti (Ed.), Literacy in
America: An encyclopedia (p. 551). New York: ABC. Smagorinsky, P. (2001).
Preservice secondary language arts teaching methods. In J. E. Many (Ed.), Handbook
of instructional practices for literacy teacher-educators: Examples and reflections
from the teaching lives of literacy scholars (pp. 91-97). Hillsdale, NJ: Erlbaum. Lee,
C. D., & Smagorinsky, P. (2000). Introduction: Constructing meaning through
collaborative inquiry. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian
perspectives on literacy research: Constructing meaning through collaborative
inquiry (pp. 1-15). New York: Cambridge University Press. Smagorinsky,
P., & O'Donnell-Allen,
C. (2000). Idiocultural diversity in small groups: The role of the relational
framework in collaborative learning. In C. D. Lee & P. Smagorinsky (Eds.),
Vygotskian perspectives on literacy research: Constructing meaning through
collaborative inquiry (pp. 165-190). New York: Cambridge University Press. Smagorinsky,
P. (1999). The world is a stage: Dramatic enactment as response to literature.
In B. J. Wagner (Ed.), Building moral communities through drama (pp. 19-38).
Stamford, CT: Ablex. Smagorinsky, P. (1998). I did it my way . . . . with
a little help from my friends. In R. Larson & T. McCracken, with J. Entes
(Eds.), Teaching college English and English education: Reflective stories
(pp. 82-88). Urbana, IL: Conference on English Education and National Council
of Teachers of English. Smagorinsky, P. (1995). New canons, new problems:
Promoting a sense of kinship among students of diversity. In B. A. Goebel &
J. Hall (Eds.), Teaching a "new canon"?: Students, teachers, and
texts in the college literature classroom (pp. 48-64). Urbana, IL: National
Council of Teachers of English. Smagorinsky, P. (1994). Models. In A. C.
Purves (Ed.), Encyclopedia of English Studies and Language Arts (pp. 812-813).
Urbana, IL: National Council of Teachers of English and Scholastic. Smagorinsky,
P. (1994). Introduction: Potential problems and problematic potentials of using
talk about writing as data about writing process. In P. Smagorinsky (Ed.), Speaking
about writing: Reflections on research methodology (pp. ix-xix). Thousand
Oaks, CA: Sage Publications. Smagorinsky, P. (1994). Think-aloud protocol
analysis: Beyond the black box. In P. Smagorinsky (Ed.), Speaking about writing:
Reflections on research methodology (pp. 3-19). Thousand Oaks, CA: Sage Publications. Smagorinsky,
P. (1993). Preparing students for enriched reading: Creating a scaffold for literary
understanding. In G. E. Newell & R. K. Durst (Eds.) Exploring texts: The
role of discussion and writing in the teaching and learning of literature
(pp. 153-174). Norwood, MA: Christopher-Gordon Publishers. Smagorinsky,
P. (1992). How reading model essays affects writers. In J. W. Irwin & M. A.
Doyle (Eds.), Reading/writing connections: Learning from research (pp.
160-176). Newark, DE: International Reading Association. Smagorinsky, P.
(1992). Reconfiguring the English class through multiple intelligences. In J.
Collins (Ed.), Vital signs 3: Restructuring the English class (pp. 35-44)
Portsmouth, N.H.: Heinemann. Smagorinsky, P. (1990). Developing the social
conscience through literature. In P. Phelan (Ed.) Literature and life: Making
connections: Classroom practices in the teaching of English, Vol. 25 (pp.
13-18). Urbana, IL: National Council of Teachers of English. Book
Forewords Smagorinsky, P. (2007). Foreword. In V. Ellis,
Subject knowledge and teacher education: The development of beginning teachers'
thinking (pp.__-__). London/New York: Continuum. Smagorinsky,
P. (2006). Foreword. In C. O'Donnell-Allen, The book club companion: Fostering
strategic readers in the secondary classroom (pp. viii-xiv). Portsmouth, NH:
Heinemann. Smagorinsky, P. (2002). Foreword. In L. R. Johannessen
& T. M. McCann, In case you teach English: An interactive casebook for
prospective and practicing teachers (pp. ix-xi). Upper Saddle River, NJ: Merrill/Prentice-Hall. Refereed Technical Reports,
Center on English Learning and Achievement Editorials
& Presidential Statements Smagorinsky, P., & Smith, M. W. (1998).
Editors' introduction. Research in the Teaching of English, 32, 121-125. Smagorinsky, P., & Smith, M. W. (1997).
Editors' introduction. Research in the Teaching of English, 31, 425-427. Smagorinsky, P., & Smith, M. W. (1997). Editors'
introduction. Research in the Teaching of English, 31, 157-160. Book
Reviews Smagorinsky,
P. (2007). Response to Nancy Leech. Educational Researcher, 36(4),
202. Smagorinsky, P.
(1996). Review of A. N. Applebee, Curriculum as conversation: Transforming
traditions of teaching and learning. American Journal of Education, 105, 108-112. Smagorinsky,
P. (1993). Review of J. R. Hayes et al. (Eds.), Reading Empirical Research
Studies: The Rhetoric of Research. Journal of Advanced Composition, 13, 550-554. Other
National Publications Smagorinsky,
P. (1997). Entering the electronic conversation. English Journal, 86(4),
80-84. Smagorinsky, P. (1995). Striving for kinship within diverse communities.
English Leadership Quarterly, 17(1), 7-9. Reprinted
in: Roberts, P. (Editor) (1998). Harcourt
Brace Sourcebook for Teaching Writing. Harcourt Brace College Publishing. Milner,
J., & Milner, L. (Editors) (1999). Bridging English (2nd edition).
Merrill/Prentice Hall. Smagorinsky, P.
(1989). Small groups: A new dimension in learning. English Journal, 78(2),
67-70. ERIC Documents Smagorinsky,
P. (1991, April). Effects of composition instruction on the writing process.
Paper presented at the annual meeting of the American Educational Research Association,
Chicago. ED 317 992. State/Regional
Refereed Articles Smagorinsky, P. (1997). Teacher-research as a
way of life. Oklahoma English Journal, 11(2), 26-30. Smagorinsky,
P. (1996). Grammar, dialect, second language acquisition, and writing: An annotated
bibliography. Oklahoma English Journal, 10(2), 31-36. Davis, K.,
& Smagorinsky, P. (Editors). (1993). Language communities in the classroom.
Special theme issue of the Oklahoma English Journal, 7(2). Ada, OK: Oklahoma
Council of Teachers of English. Smagorinsky, P. (1993). Learning in the
community in Oklahoma and beyond. Oklahoma English Journal, 7(2), 4-7. Smagorinsky,
P., & Fly, P. K. (1992). How teacher-led discussions affect small group processes.
Oklahoma English Journal, 7(1), 5-15. Smagorinsky, P. (1991). Writing
across the curriculum: Do writing skills really transfer from class to class?
Oklahoma English Journal, 5(2), 48-56. Smagorinsky, P., & Slaby,
J. (1986). A vocabulary bonus. Illinois English Bulletin, 73(2), 52-55. Presentations National/International
Conferences Conference
Chair Ellis, V., Edwards, A., & Smagorinsky, P. (Chairs) (2008,
April). Sociocultural Perspectives on Teacher Education and Development: New
Directions for Research, Oxford, U.K. Lee, C. D., & Smagorinsky,
P. (Chairs) (1996, February). A Vygotsky Centenniel: Vygotskian perspectives
on literacy research. Co-chair of the Midwinter Conference of the Assembly
for Research of the National Council of Teachers of English, Chicago. Keynote/Plenary
Addresses Smagorinsky, P. (2007, October). Literacy teaching
and learning in the age of accountability. Plenary paper presented at the
3rd Annual Literacy Achievement Research Center Research Symposium, Writing Instruction,
Assessment, and Technology: The Research We Have and The Research We Need, East
Lansing, MI. Smagorinsky, P. (2004, May). The discourse of character
education. Keynote speech at the annual conference of the American Association
for Applied Linguistics, Portland, OR. Smagorinsky, P. (1999, June). The
character of character education. Plenary paper presented at The English Teacher
as Curriculum Maker in the Face of Reform Conference, Chicago. Smagorinsky,
P. (1991, August). Ironic, didactic and "representative" texts: Ethical
problems in teaching literature. Plenary paper presented at the Institute
on Writing, Reading and Civic Education, Harvard University, Cambridge, MA. Invited
Presentations Smagorinsky, P., & Daigle, E. A. (2009, November). Bullshit in academic
writing: A protocol analysis of a high school senior's process of interpreting
Much Ado about Nothing. Paper presented at the annual fall convention
of the National Council of Teachers of English, Philadelphia. Smagorinsky, P., McCann, T., Kahn, E., & Flanagan, J. (2009, November).
The dynamics of writing instruction: A tribute to Larry Johannessen.
Panel presented at the annual fall convention of the National Council of Teachers
of English, Philadelphia. Smagorinsky, P. (2009, October). Adapting static school structures to
changing population realities. Presentation made at The First Triennial
Conference on Latino Education and Immigrant Integration, sponsored by the
Center for Latino Achievement and Success in Education, Athens, GA. Smagorinsky, P. (2009, October). Bullshit in academic writing. Symposium
led at Fordham University, New York. Smagorinsky, P. (2008, April). Challenges in teaching, learning, and teacher
education from a Vygotskian perspective. Presentation made at the conference
on Sociocultural Perspectives on Teacher Education and Development: New Directions
for Research, Oxford, U.K. Smagorinsky, P. (2008,
February). Research on composition, 1984-2003. Plenary talk made at the
Writing Research Across Borders conference, Santa Barbara. Smagorinsky,
P. (2008, February). Student engagement in the teaching and learning of grammar:
A case study of an early career secondary English teacher. Presentation made
at the annual meeting of the Association of Teacher Educators, New Orleans. Cuomo, C., Morris, J., & Smagorinsky, P. (2007, February). Managing
research agendas. Invited panel presented at the Black Issues in Higher Education
Conference, Athens, GA. Barab, S., Beach, K. D., John-Steiner, V., Levinson,
B. A., Matusov, E., & Smagorinsky, P. (2005, April). Working across the
divides: Challenges and opportunities in relating theory, practice, and service.
Paper presented at the annual meeting of the American Educational Research Association,
Montreal. Smagorinsky, P. (2004, May). The architecture and landscape
of textuality. Paper presented at the Economic and Social Research Council
Seminar Series Reconceptualising Writing 5-16: New Perspectives, University of
Exeter, Devon, U.K. Smagorinsky, P. (2004, April). Praxis shock: Making
the transition from a student-centered university program to the corporate climate
of schools. Paper presented at the Conference of the United Kingdom National
Association for the Teaching of English, University of Strathclyde, Glasgow, Scotland. Smagorinsky,
P., Lakly, A., & Johnson, T. S. (2003, November). Rethinking rhizomes in
writing about research. Paper presented at the annual fall meeting of the
National Council of Teachers of English, San Francisco. Forman, E., Morine-Dershimer,
G., Palincsar, A., Saxe, G., Silver, E., & Smagorinsky, P. (2003, April).
Perspectives from journal editors on publishing qualitative and interpretive
research. Panel discussion at the annual meeting of the American Educational
Research Association, Chicago. Childers, P., Cook, W., Jago, C., Smagorinsky,
P., & Sullivan, C. (2002, November). What are the major needs of teachers
and students if excellence in teaching English is to be achieved? Panel discussion
presented at the SAS inSchool English Education Forum 2002, Atlanta. Smagorinsky,
P. (2002, November). Principled practice for the English methods course.
Paper presented at the annual fall meeting of the National Council of Teachers
of English, Atlanta. Newkirk, T., Smagorinsky, P., Sterling, R., &
Waff, D. (2002, November). A discussion of writing today. Panel presented
at The College Board's Forum 2002, Atlanta. Smagorinsky, P. (2002, October).
The clash of the curricula: When official and shadow curricula meet over controversial
literature. Paper presented at the 22nd annual Indiana Teachers of Writing
fall conference, Indianapolis. Smagorinsky, P. (2002, October). The twisting
path of concept development in learning to teach. Paper presented at the Center
for Language Acquisition, The Pennsylvania State University. Smagorinsky,
P. (2002, April). The socially situated composition process of house and horse
ranch plans by high school seniors. Invited poster session at the Reach for
the Stars session sponsored by the Special Interest Group on Basic Research in
Reading and Literacy at the annual meeting of the American Educational Research
Association, New Orleans. Smagorinsky, P. (2002, March). The composition
of nonverbal texts. Invited presentation for the faculty and students of McGill
University, Montreal. Smagorinsky, P. (2001, November). Character as
relationship. Presentation made at the annual fall meeting of the National
Council of Teachers of English, Baltimore. Smagorinsky, P. (2000, April).
If meaning is constructed, what's it made of? Invited address presented
at the annual meeting of the American Educational Research Association, New Orleans. Smagorinsky,
P. (2000, April). Teaching literature in the century ahead. Invited address
presented to the Special Interest Group in Literature at the annual meeting of
the American Educational Research Association, New Orleans. Collins, A.,
Lesh, R., Smagorinsky, P., & Strickland, D. (2000, April). Looking at measurement
from the outside: Subject area specialists talk to measurement specialists.
Symposium presented at the annual meeting of the American Educational Research
Association, New Orleans. Smagorinsky, P. (1999, November). What is research
in the teaching of English for? Paper presented at the annual fall conference
of the National Council of Teachers of English, Denver, CO. Smagorinsky,
P. (1996, November). What is the mission of Research in the Teaching of English?.
Symposium presented at the annual fall meeting of the National Council of Teachers
of English. Lee, C. D., & Smagorinsky, P.(Chairs) (1996, November).
What is research? Perspectives on the process of inquiry. Workshop conducted
at the annual fall meeting of the National Council of Teachers of English. Smagorinsky,
P., & Smith, J. (1995, November). Spoken and written discourse in writing
workshops. Workshop presented at the annual fall meeting of the National Council
of Teachers of English, San Diego. Smagorinsky, P. (1995, November). Thinking
about talking in the classroom. Workshop presented at the annual fall meeting
of the National Council of Teachers of English, San Diego. Smagorinsky,
P., & Wagner, B. J. (1995, November). Dramatic enactment in the classroom.
Research roundtable presented at the annual fall meeting of the National Council
of Teachers of English, San Diego. Smagorinsky, P. (1994, October). Composing
through multiple intelligences. Paper presented at the fall meeting of the
South Coast Writing Project, Santa Barbara. Smagorinsky, P. (1994, September).
Literacy instruction across the curriculum. Paper presented for the faculty
and students at Grand Valley State University, Allendale, MI. Smagorinsky,
P. (1994, June). Composing across the curriculum: Reconceptualizing how students
make meaning in their transactions with texts and other people. Workshop presented
at the WELS National Literacy Convention, Dr. Martin Luther College, New Ulm,
MN. Marshall, J. D., Smagorinsky, P., & Smith, M.W. (1992, November).
Understanding discussions of literature. Research Roundtable presented
at the annual Fall meeting of the National Council of Teachers of English, Louisville.
Refereed Presentations Smagorinsky, P., & Daigle,
E. A. (2008, November). The role of affect in a high school senior's essay
writing process. Paper presented at the annual meeting of the National Council
of Teachers of English, San Antonio. Burroughs, R., & Smagorinsky, P.
(2008, November). The secondary English curriculum and adolescent literacy.
Paper presented at the annual meeting of the National Council of Teachers of English,
San Antonio. Flanagan, J., Johannessen, L., Kahn, E., McCann, T., &
Smagorinsky, P. (2008, November). The dynamics of writing instruction: A structured
process approach to teaching secondary school writing. Paper presented at
the annual meeting of the National Council of Teachers of English, San Antonio.
Smagorinsky, P., & Zoss, M. (2008, September). Mask-making as representational
process: The situated composition of an identity project in a senior English class.
Paper presented at the triennial meeting of the International Society for Cultural
and Activity Research, San Diego. Smagorinsky, P., & Daigle, E. (2008,
September). Meta-experience and affect in analytic writing. Paper presented
at the triennial meeting of the International Society for Cultural and Activity
Research, San Diego. Smagorinsky, P. (2008, September). The construction
of setting in learning to teach. Paper presented at the triennial meeting
of the International Society for Cultural and Activity Research, San Diego. Zoss, M., & Smagorinsky, P. (2008, April). Composition as complex
literacy events. Paper presented at the annual meeting of the National Association
of Teachers of English, Warwick, U. K. Smagorinsky, P., & Daigle, E.
A.(2008, April). Writing about Much Ado About Nothing. Paper presented
at the annual meeting of the National Association of Teachers of English, Warwick,
U. K. Zoss, M., & Smagorinsky, P. (2008, March). Teaching drawing
and writing in a secondary literacy class as multimodal composition. Presentation
made at the annual meeting of the American Educational Research Association, New
York. Johannessen, L. R., McCann, T., & Smagorinsky, P. (2007,
November). The dynamics of writing instruction: A structured process approach
to teaching secondary school writing. Panel presented at the annual meeting
of the National Council of Teachers of English, New York City. Murphy,
S. L., Cameron, T., Smagorinsky, P., & Zoss, M. (2007, April). The role
of the creative arts in literary response. Panel presented at the annual meeting
of the American Educational Research Association, Chicago. Smagorinsky,
P., & Jakubiac, C. (2007, April). The role of course assignments in shaping
the hidden curriculum behind a teacher's practice. Paper presented at the
annual meeting of the American Educational Research Association, Chicago. Murphy,
S. L., Cameron, T., Smagorinsky, P., & Zoss, M. (2007, January). The role
of the creative arts in literary response. Panel presented at the annual QUIG
Conference on Interdisciplinary Qualitative Studies, Athens, GA. Smagorinsky,
P., & Jakubiac, C. (2007, January). The role of course assignments in shaping
the hidden curriculum behind a teacher's practice. Paper presented at the
annual QUIG Conference on Interdisciplinary Qualitative Studies, Athens, GA. Smagorinsky,
P. (2006, November). Approaches to teaching writing and what they assume.
Paper presented at the annual meeting of the National Council of Teachers of English,
Nashville. Murphy, S. L., Sanford, A., Smagorinsky, P., & Zoss, M. (2006,
January). Concept development in teaching and learning. Panel presented
at the annual QUIG Conference on Interdisciplinary Qualitative Studies, Athens,
GA. Brass, J., Johnson, T. S., Murphy, S. L., & Smagorinsky, P. (2005,
November). Toward an ethical pedagogy: Refusing the mind/body split. Panel
presented at the annual meeting of the National Council of Teachers of English,
Pittsburgh. Ragsdale, D. A., & Smagorinsky, P. (2005, November). The
role of play in activity-based instruction. Paper presented at the annual
meeting of the National Council of Teachers of English, Pittsburgh. Smagorinsky,
P., & Zoss, M. (2005, September). The inscription of culture and meaning
in the interior design of a home. Paper presented at the triennial meeting
of the International Society for Cultural and Activity Research, Seville, Spain. Smagorinsky,
P. (2005, April). Analyzing the multidimensionality of texts in education.
Paper presented at the annual meeting of the American Educational Research Association,
Montreal. Zoss, M., & Smagorinsky, P. (2005, January). Arts-based
thinking in a high school interior design class: A case study of a senior's design
processes. Paper presented at the annual QUIG Conference on Interdisciplinary
Qualitative Studies, Athens, GA. Murphy, S. L., & Smagorinsky, P. (2005,
January). "You have to make it personal so that they will be able to understand
it": An early career teacher's quest to develop a conception of engaged learning.
Paper presented at the annual QUIG Conference on Interdisciplinary Qualitative
Studies, Athens, GA. Smagorinsky, P., & Bickmore, S. T. (2004, January).
Appropriating the concept of student-centered teaching in the multiple contexts
of learning to teach. Paper presented at the annual QUIG Conference on Interdisciplinary
Qualitative Studies, Athens, GA. Smagorinsky, P. (2003, August). Implications
of a meaning-based theory of reading for the literature curriculum. Paper
presented at the Tenth Biennial Conference of the European Association for Research
on Learning and Instruction, Padova, Italy. Smagorinsky, P., & Cook,
L. S. (2003, April). An analysis of the composing processes of a high school
senior designing a house in an Architectural Design class. Paper presented
at the annual meeting of the American Educational Research Association, Chicago. Smagorinsky,
P. (2003, April). Concept, pseudoconcept, complex: A Vygotskian analysis of
the development of conceptions for teaching. Paper presented at the annual
meeting of the American Educational Research Association, Chicago. Smagorinsky,
P. (2003, January). A theoretical framework for studying multimedia composing.
Paper presented at the annual QUIG Conference on Interdisciplinary Qualitative
Studies, Athens, GA. Alvermann, D., Reinking, D., & Smagorinsky, P.
(2003, January). Publishing your qualitative studies. Panel discussion
presented at the annual QUIG Conference on Interdisciplinary Qualitative Studies,
Athens, GA. Smagorinsky, P., & Taxel, J. (2002, November). Character
education: Why it's happening, where it comes from, what it is, and how it's implemented
in U.S. Schools. Paper presented at the annual fall meeting of the National
Council of Teachers of English, Atlanta. Dyson, A. H., Gallas, K., Smagorinsky,
P., Sperling, M., & Wells, G. (2002, November). Composing across modalities:
Meaning making through composition in its many forms. Panel discussion presented
at the annual fall meeting of the National Council of Teachers of English, Atlanta. Smagorinsky,
P. (2002, June). Concept formation: A resolution to the theory vs. practice
dilemma in preservice teacher education. Paper presented at the Fifth Congress
of the International Society for Cultural Research and Activity Theory, Amsterdam. Bazerman,
C., Berkenkotter, C., & Smagorinsky, P. (2002, June). Writing in the organization,
mediation, and realization of activity systems and actors. Paper presented
at the Fifth Congress of the International Society for Cultural Research and Activity
Theory, Amsterdam. Smagorinsky, P., & Taxel, J. (2002, April). Questions
about character: An analysis of OERI-funded character education initiatives.
Paper presented at the annual meeting of the American Educational Research Association,
New Orleans. Blanton, W. E., Engeström, Y., Lee, C. D., & Smagorinsky,
P. (2002, April). The application of cultural-historical activity theory to
research on school-going activity. Panel presented at the annual meeting of
the American Educational Research Association, New Orleans. Grossman, P.
L., O'Donnell-Allen, C., Smagorinsky, P., & Valencia, S. (2002, April). Politics
and policies: Implications for the teaching of literature and literacy. Panel
presented at the annual meeting of the American Educational Research Association,
New Orleans. Smagorinsky, P., Cook, L. S., Johnson, T. S., & Moore,
C. (2002, January). Using Atlas/ti to analyze qualitative data about learning
to teach. Panel presented at the annual QUIG Conference on Interdisciplinary
Qualitative Studies, Athens, GA. Alvermann, D., Reinking, D., & Smagorinsky,
P. (2002, January). Publishing your qualitative studies. Panel presented
at the annual QUIG Conference on Interdisciplinary Qualitative Studies, Athens,
GA. Cook, L. S., Jackson, A. Y., Johnson, T. S., & Smagorinsky, P. (2001,
November). The development of identity in early-career teachers. Panel
presented at the annual fall meeting of the National Council of Teachers of English,
Baltimore. Greenleaf, C., Smagorinsky, P., & Sperling, M. (2001, November).
Studies of reflective teaching in an era of scripted pedagogy. Panel presented
at the annual fall meeting of the National Council of Teachers of English, Baltimore. Smagorinsky,
P. (2001, November). Character as relationship. Presentation made at the
annual fall meeting of the National Council of Teachers of English, Baltimore. Smagorinsky,
P., & Smith, M. W. (2001, November). Researching the literate lives of
urban youth. Full-day workshop presented at the annual fall meeting of the
National Council of Teachers of English, Baltimore. Gallas, K., & Smagorinsky,
P. (2001, July). Other ways of seeing meaning: The role of culture and imagination
in reading. Paper presented at the 12th European Conference on Reading, Dublin. Smagorinsky,
P., Cook, L. S., Jackson, A. Y., & Moore, C. (2001, January). Case studies
of teachers learning to teach. Panel presented at the annual QUIG Conference
on Interdisciplinary Qualitative Studies, Athens, GA. Smagorinsky, P., Cook,
L. S., Jackson, A. Y., & Moore, C. (2000, November). Resistance, accommodation,
and acquiescence: A look at two first-year teachers negotiating centralized curricula
and high-stakes assessment. Paper presented at the annual fall meeting of
the National Council of Teachers of English, Milwaukee. Smagorinsky, P.,
Cook, L., Fry, P. G., Jackson, A., Konopak, B., Moore, C., & O'Donnell-Allen,
A. (2000, April). An analysis of university/school alignment during student
teaching. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans. TM031500 Alvermann, D., Hynd, C., Reinking,
D., Smagorinsky, P., & Smith, M. W. (2000, January). Publishing qualitative
research: Editors' perspectives on writing. Symposium presented at the annual
QUIG Conference on Qualitative Research in Education, Athens, GA. Smagorinsky,
P. (1999, November). Time to teach. Paper presented at the annual fall
conference of the National Council of Teachers of English, Denver, CO. Hynd,
C., Oldfather, P., Reinking, D., Smagorinsky, P., & Smith, M. W. (1999, January).
Evaluating qualitative research: Quandaries from the editors' perspective.
Symposium presented at the annual QUIG Conference on Qualitative Research in Education,
Athens, GA. Guice, S., & Smagorinsky, P. (1998, December). Improving
student achievement in English/language arts through teacher education and professional
development. Paper presented at the annual meeting of the National Staff Development
Council, Washington, D.C. Fry, P. G., Konopak, B., O'Donnell-Allen, C.,
& Smagorinsky, P. (1998, November). The effects of preservice programs
on teachers' concept development. Paper presented at the annual fall conference
of the National Council of Teachers of English, Nashville, TN. Agee, J.,
Grossman, P. L., O'Donnell-Allen, C., Smagorinsky, P., & Valencia, S. (1998,
February). An activity theory framework for studying the settings for teachers'
professional development. Roundtable presented at "Sociocultural Views
of Literacy: Creating Communities of Learners," the Midwinter Conference
of the Assembly for Research of the National Council of Teachers of English, Los
Angeles. Au, K., Cole, M., John-Steiner, V., Kawakami, A., Portes, P., &
Smagorinsky, P. (1998, April). Ethical dilemmas in "culturing" the
children: Exploring the consequences of designing social futures through education.
Symposium presented at the annual meeting of the American Educational Research
Association, San Diego. Smagorinsky, P., & O'Donnell-Allen, C. L. (1998,
April). The dynamics of context: Tracing the sources and channels of engagement
and disengagement in students' response to literature. Paper presented at
the annual meeting of the American Educational Research Association, San Diego. Fry,
P. G., Grossman, P., Konopak, B., O'Donnell-Allen, C., Smagorinsky, P., &
Valencia, S. (1998). Learning to teach: A perspective from activity theory.
Panel presented at the annual meeting of the American Educational Research Association,
San Diego. Smagorinsky, P., & O'Donnell-Allen, C. L. (1997, November).
Teacher-researchers at work: Alternative models and methods: Audiotaping students
during collaborative artistic interpretations of literature. Paper presented
at the annual meeting of the National Council of Teachers of English, Detroit. Smagorinsky,
P., & O'Donnell-Allen, C. L. (1997, November). An analysis of high school
students' collaborative artistic interpretations of literature. Paper presented
at the annual meeting of the National Council of Teachers of English, Detroit. Smagorinsky,
P., & O'Donnell-Allen, C. L. (1997, March). An analysis of high school
students' collaborative artistic interpretations of literature. Paper presented
at the annual meeting of the American Educational Research Association, Chicago. Smagorinsky,
P. (1997, March). Thinking and speech and protocol analysis. Roundtable
presented at the annual meeting of the American Educational Research Association,
Chicago. Smagorinsky, P. (1995, November). The classroom as a social
context for writing: A sociocultural perspective on a high school senior's composing
process. Paper presented at the annual fall meeting of the National Council
of Teachers of English, San Diego. Smagorinsky, P. (1995, November). Teacher
preparation as lifelong learning. Panel discussion at the annual fall meeting
of the National Council of Teachers of English, San Diego. Smagorinsky,
P. (1994, March). Broadening the notion of text: Reconceptualizing WAC as CAC
(Composing Across the Curriculum). Paper presented at the annual meeting of
the Conference on College Composition and Communication, Nashville. ED 366 954. Smagorinsky,
P., & Coppock, J. (1994, April). The reader, the text, the context: An
exploration of dance as response to literature. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans. ED 366
950. Smagorinsky, P. (1994, September). The social construction of data:
Methodological problems of investigating learning in the zone of proximal development.
Paper presented at the International Conference on Lev Vygotsky and the Contemporary
Human Sciences, Moscow. Smagorinsky, P. (1994, November). Ethical issues
in teaching literature. Paper presented at the annual meeting of the National
Council of Teachers of English, Orlando, FL. Smagorinsky, P. (1994, November).
Classroom research in writing and literacy: Teachers and researchers approaching
issues, methods, and results. Pre-convention workshop conducted at the annual
meeting of the National Council of Teachers of English, Orlando, FL. Smagorinsky,
P., & Whiting, M. E. (1994, November). How teachers get taught: Five models
for teaching the secondary English methods class. Paper presented on the Research
Strand at the annual meeting of the National Council of Teachers of English, Orlando,
FL. ED 385 529 Smagorinsky, P. (1993, November). Exploring artistic response
to literature. Research roundtable presented at the annual Fall meeting of
the National Council of Teachers of English, Pittsburgh. Smagorinsky, P.,
& Coppock, J. (1993, April). Broadening the notion of text: An exploration
of an artistic response to literature. Paper presented at the annual meeting
of the American Educational Research Association, Atlanta. ED 357 031. Smagorinsky,
P., & Coppock, J. (1993, December). The composition of artistic texts in
response to literature. Paper presented at the annual meeting of the National
Reading Conference, Charleston, SC. Smagorinsky, P. (1992, March). Think-aloud
protocol analysis: Beyond the black box. Paper presented at the Conference
on College Composition and Communication, Cincinnati. Smagorinsky, P., &
Fly, P. K. (1992, April). Patterns of discourse in small group discussions
of literature. Paper presented at the annual meeting of the American Educational
Research Association, San Francisco. ED 343 132. Smagorinsky, P. (1992,
November). How teacher talk affects small group process. Paper presented
on the Research Strand at the annual Fall meeting of the National Council of Teachers
of English, Louisville. Smagorinsky, P. (1991, March). Do good writing
teachers need to write? Workshop conducted at the annual Spring meeting of
the National Council of Teachers of English, Indianapolis. Smagorinsky,
P. (1991, March). A research-based, fun, and engaging program for vocabulary
development. Paper presented at the annual Spring meeting of the National
Council of Teachers of English, Indianapolis. ED 331 019. Smagorinsky, P.
(1991, March). How the study of model essays affects writers. Paper presented
at the Conference on College Composition and Communication, Boston. Smagorinsky,
P. (1991, April). Effects of composition instruction on the writing process.
Paper presented at the annual meeting of the American Educational Research Association,
Chicago. ED 317 992. Smagorinsky, P. (1990, March). Researching the writer's
knowledge. Paper presented at the annual meeting of the Conference on College
Composition and Communication, Chicago. Smagorinsky, P., & Jordahl,
A. (1990, April). A student teacher/critic teacher collaborative study of the
effects of instructional modes on generalization and support. Paper presented
at the annual meeting of the American Educational Research Association, Boston.
ED 322 090 Smagorinsky, P. (1989, November). Watching students at work:
A close look at the learning process. Paper presented at the annual Fall meeting
of the National Council of Teachers of English, Baltimore. Smagorinsky,
P. (1987, November). Small groups for dynamic instruction. Workshop presented
at the Fall meeting of the National Council of Teachers of English, Los Angeles. Smagorinsky,
P. (1985, September). Introductory reading and writing activities: An integrated
approach to engaging students in Language Arts instruction. Paper presented
at the Basic Writing Conference, St. Louis. Smagorinsky, P. (1985, November).
Introductory reading and writing activities: An integrated approach to engaging
students in Language Arts instruction. Paper presented at the annual Fall
meeting of the National Council of Teachers of English, Philadelphia. State/Regional
Conferences Keynote/Plenary Addresses Smagorinsky,
P. (2002, October). The American character: The story of the modern character
education movement and how you can rewrite its sequel. Keynote address presented
at the 22nd annual Indiana Teachers of Writing fall conference, Indianapolis. Smagorinsky,
P. (1995, November). Composing in a new key. Keynote address given at the
annual fall meeting of the Arkansas Council of Teachers of English, Little Rock. Smagorinsky,
P. (1995, October). Composing and multiple intelligences. Keynote address
given at the conference on Learning Styles/Multiple Intelligences & Writing
of the Ohio Council of Teachers of English/Language Arts, Columbus. Smagorinsky,
P. (1989, May). Cognitive mapping and the reading process. Keynote address
given at the annual meeting of the Illinois Secondary Reading League, Villa Park,
IL. Presentations Ragsdale, D. A., & Smagorinsky,
P. (2003, October). The role of play in activity-based instruction. Paper
presented at the annual fall conference of the Illinois Association of Teachers
of English, Oak Brook, IL. Smagorinsky, P. (1998, July). Developing
local standards. Presentation at the English/Language Arts Summer Leadership
Seminar of the Georgia Council of Teachers of English, Athens, GA. Smagorinsky,
P. (1996, April). Reader response and writing. Panel discussion presented
at the Region V convention of the National Council of Teachers of English, Oklahoma
City. Smagorinsky, P. (1996, April). The information highway runs through
the English class. Panel discussion presented at the Region V convention of
the National Council of Teachers of English, Oklahoma City. Smagorinsky,
P. (1995, October). Re-thinking composing: A hands-on workshop for teachers.
Workshop presented at the conference on Learning Styles/Multiple Intelligences
& Writing of the Ohio Council of Teachers of English/Language Arts, Columbus,
OH. Smagorinsky, P., & O'Donnell-Allen, C. (1993, April). Teachers
writing, teachers teaching: Designing mini-lessons for outcomes-based education.
Workshop conducted at the annual meeting of the Oklahoma Council of Teachers of
English, Norman, OK. Smagorinsky, P. (1993, April). Crosscurrents: How
high school and college teachers view the teaching of high school English.
Symposium presented at the annual meeting of the Oklahoma Council of Teachers
of English, Norman, OK. Smagorinsky, P. (1991, April). The student-centered
classroom and Gardner's theory of multiple intelligences. Paper presented
at the annual meeting of the Oklahoma Council of Teachers of English, Oklahoma
City. Smagorinsky, P. (1988, October). The thematic literature unit:
Nurturing empathic and cognitive response. Paper presented at the annual meeting
of the Illinois Association of Teachers of English, Champaign, IL. Smagorinsky,
P. (1987, October). Small groups for dynamic instruction. Workshop presented
at the annual meeting of the Illinois Association of Teachers of English, Schaumburg,
IL. Grants Funded External 2001-2002:
Spencer Foundation, $34,970 to study "Multimedia
Composing across the Secondary School Curriculum" 1996-2001:
United States Department of Education Office
of Educational Research and Improvement: $55,000 per year to study "Making
the Transition from Pre-service Teaching to In-Service Teaching" (strand
of $500,000 per year grant for the National Research Center on English Learning and
Achievement (CELA). 1995: Research Foundation
of the National Council of Teachers of English: $3,838 to study "Composing
in Multiple Media in a High School English Class: The Role of 'Composition' in
the Development of Thought" (#R95-39) Internal 1997:
University of Oklahoma Research Council: $1,000 to support travel for classroom
observations for the OERI grant "Making the Transition from Pre-service Teaching
to In-Service Teaching" (with Pamela Fry and Bonnie Konopak) 1996:
University of Oklahoma Research Councill: $750 for purchase of scanner and zip
drive to support the OERI grant "Making the Transition from Pre-service Teaching
to In-Service Teaching" (with Pamela Fry and Bonnie Konopak) 1996:
University of Oklahoma Research Council: $3,905 for purchase of laptop computers
to support the OERI grant "Making the Transition from Pre-service Teaching
to In-Service Teaching" (with Pamela Fry and Bonnie Konopak) 1995:
University of Oklahoma Graduate College: $750 Faculty Research Grant to support
the NCTE grant "Composing in Multiple Media in a High School English Class" 1995:
University of Oklahoma Graduate College: $1,000 Technology Support Grant; $500
matching funds from department of ILAC. For the purchase of a laptop computer
to conduct the NCTE-funded research "Composing in Multiple Media in a High
School English Class" 1994: University of
Oklahoma: $750 Faculty Research Grant 1993: University
of Oklahoma Graduate College: $5,000 Junior Faculty Summer Grant to study "Artistic
Response to Literature" 1991: University
of Oklahoma: $750 Faculty Research Grant
Educational Researcher (2007-9)
L1 -
Educational Studies in Language and Literature (2000-present)
Reading &
Writing Quarterly (1996-present)
Reading Research Quarterly (2003-present)
Research in the Teaching of English (1995-1996; 2007-present)
Review of Educational
Research (1997-1999; 2009-2011)
The Open Communication Journal (2007-present)
Written Communication (1995-1999; 2003-present)
National
2009: UGA
College of Education Russell H. Yeany, Jr., Research Award
2008: Association
of Teacher Educators Distinguished Research Award, presented for "Student
Engagement in the Teaching and Learning of Grammar: A Case Study of an Early
Career Secondary English Teacher"
2006, 2007, 2008:
AERA Publications Committee Outstanding Reviewer Award (Educational Researcher)
2007: UGA Graduate School Outstanding
Mentoring Award in Humanities and Fine and Applied Arts
Smagorinsky,
P., Cameron, T., & O'Donnell-Allen, C. (2007). Achtung maybe: A case
study of the role of personal connection and art in the literary engagement of
students with attentional difficulties. Reading & Writing Quarterly, 23,
333-358.
Dawson,
C., Fredricksen, J., Juzwik, M., Schoon-Tanis, K., Sherry, M., Smagorinsky, P.,
& Van Duinen, D. V. (2007, November). Snapshots: Teacher educators examining
the thinking of prospective teachers. Panel presented at the annual meeting
of the National Council of Teachers of English, New York City.