PAULA M. CARBONE, PhD. UCLA, 2009

Transcription

1 PAULA M. CARBONE, PhD. UCLA, S. Olive Street, Suite 2100 Los Angeles, CA SPECIALIZATION Pre-service teacher preparation for high-needs, urban schools Interdisciplinary literacy frameworks and academic language development EDUCATION Doctor of Philosophy in Education University of California at Los Angeles, 2009 Master of Education, Certification in Tier One Administration UCLA Principal Leadership Academy, 2003 Bachelor of Fine Arts, Credential in Secondary Language Arts Boston University PROFESSIONAL POSITIONS HELD: Rossier School of Education, University of Southern California, 2010 Current University Field Supervisor, Teacher Education Program, UCLA, College Board Faculty Consultant, 2001-current Mentor Teacher, Los Angeles Unified School District, Critical Friends Group Coach, Los Angeles Unified School District, National Board Certified Teacher, Adolescent & Young Adulthood English, 2000 Facilitator, Assessment of Literacy Leaders, LAUSD, UCLA Writing Project Fellow, 2002 Secondary English Language Arts Teacher 18 years experience RESEARCH EXPERIENCE Developing Academic Language with English Learners, 2014 (ongoing) Assessing Quality Feedback Processes for Teachers about Their Practice Bill & Melinda Gates Foundation, Co-PI Developing Multiple Perspectives for Underrepresented Students Advancement in Academic Literacy, ongoing Dissertation: Investigating a Critical Writing Pedagogy: Implications for Classroom Practice, Pilot Study: Critical Writing Pedagogy and Student AcademicWriting Achievement, 2008 Teachers Emergent Identities as Social Justice Educators in Teaching Language Arts,

2 Carbone 2 Pilot Study: First-year Teachers Mediation of Literacy Practices, Honoring Home Literacies: An Examination of English Educators Practices, Co-Investigator with Rema Reynolds. Research Assistant, UCLA, Leveraging Bilingual Elementary Youth s Translation Experiences for School Literacy Tasks Principal Investigator, Marjorie Faulstich Orellana, PhD. Teacher Research Project, UCLA NBPTS Project (National Board for Professional Teaching Standards), Center X, Presented findings January 16, 2002, Center X, UCLA PUBLICATIONS Carbone, P. M. (2014). Aristotle in the classroom: scaffolding the rhetorical situation. Voices in the Middle, 21(3), Carbone, P. M., & Reynolds, R. (2013). Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group. Teacher Development. Carbone, P. M. (2012). Writing Instruction to Support Generation 1.5 Students Acquisition of Academic Persuasive Writing. In B. Yoon & H. K. Kim (Eds.). Teachers roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing, Inc. Carbone, P. M. (2010). Using commonplace books to help students develop multiple perspectives. English Journal, 99(6). Carbone, P. M., & Orellana, M. F. (2010). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44(3), Martínez, R., Orellana, M., Pacheco, M., & Carbone, P. (2008). Translating Voices: Connecting Bilingual Youths Translation Experiences to Academic Writing. Language Arts, 85(6), Pacheco, M., Carbone, P., & Martínez, R. (2006). Professional book reviews: Learning from multilingual and multicultural students to plan literacy curriculum. Language Arts, 84(2), PRESENTATIONS Carbone, P. M. (accepted: February, 2015). Identifying Learning Problems to Design Instruction for Powerful Learning. AACTE Annual Meeting, Atlanta, GA.

3 Carbone, P. M. (accepted: December, 2014). Talkin the talk: Preservice teacher development in using language for learning. Literacy Research Association Annual Conference, Marco Island, FL. Carbone 3 Carbone, P. M., & Crawford, J. (accepted: November, 2014). Core texts and institutional borders: Assisting teachers in evaluating, enhancing, and supplementing core texts for equity and access in secondary content area. National Association for Multicultural Education Annual Conference, Tucson, AZ. Carbone, P. M. (2014). Integrating coursework in methods and practice purposeful support for the theory-to-practice morass by providing the information needed when needed. AERA Annual Meeting, Philadelphia, PA. Carbone, P. M., Beltramo, J., & Datta, M. (2013). Teaching teachers how to design writing instruction and assessment to develop students fluency. Literacy Research Association Annual Conference in Dallas, TX. Carbone, P. M. (2013). Humanizing Writing Instruction in Secondary Teacher Preparation. Paper Session, Division K. AERA Annual Meeting, San Francisco, CA. Carbone, P. M., & Pascarella, J. (2013). Multimedia composing and potentials for learning. Roundtable session, Division B. AERA Annual Meeting, San Francisco, CA. Carbone, P. (November, 2012). Developing Academic Writing with Novice Generation 1.5 Writers. Literacy Research Association Annual Conference, San Diego, CA. Carbone, P. (November, 2012). Teacher s Roles in Facilitating Novice Writers for Generation 1.5. Literacy Research Association Annual Conference, San Diego, CA. Pascarella, J., & Carbone, P. (November, 2012). Tapping the Tinkerers, Makers, and Innovators: How do we integrate new media literacies in robust and meaningful ways? Literacy Research Association Annual Conference, San Diego, CA. Carbone, P. M. (2012). Integrating New Media literacy in secondary ELA instruction. NCTE Annual Convention, Las Vegas, NV. (Organized, wrote proposal, and chaired symposium with MAT graduates presenting) Carbone, P. M. (2012). Writer Identities and Secondary Generation 1.5. Roundtable Session. AERA Annual Meeting, Vancouver, Canada. Crawford, J. & Carbone, P. M. (2012). Teaching to Close the Opportunity Gap: Four Educators Actions to Promote Equity. Paper Session. AERA Annual Meeting, Vancouver, Canada.

4 Carbone 4 Carbone, P. M. (2011). Re-Framing Writing Constructs with Generation 1.5 Latino/Latinas: Persuasive Writing in an Urban High School. Roundtable Session. AERA Annual Meeting, New Orleans, LA. Carbone, P. M. (2011). Competency Assessment: Promoting Students in Generation 1.5 s Academic Writing. Roundtable Session. AERA Annual Meeting, New Orleans, LA. Carbone, P. M., & Crawford, J. (2011). What can we do to promote teacher candidate construction of knowledge in virtual classrooms? Paper Session. AERA Annual Meeting, New Orleans, LA. Crawford, J., & Carbone, P. M. (2011). Quality social justice teacher practice: Case studies of two veteran and two novice teachers. Poster Session. AERA Annual Meeting, New Orleans, LA. Carbone, P. M. (2011). Competency Assessment: Fostering Academic Writing with Students from Non-dominant Linguistic, Racial/Ethnic, Economic backgrounds. AACTE Annual Convention, San Diego, CA. Crawford, J., Carbone, P. M. (2011, February). Pedagogical-practices promoting discussion amongst students meeting in online, synchronous classrooms, AACTE Annual Convention, San Diego, CA. Carbone, P. M. (2011, January). Challenges of Implementing Formative Design Research Methodology for Literacy Research. NAPAR Conference, Tempe, AZ. Carbone, P. M. (2010, November). Post-Process Pedagogy, Persuasive Writing, and Under-Represented Students in the Secondary Classroom. Panel presentation at NCTE Annual Convention in Orlando, FL. Carbone, P. M. (2010, February). Designing Classroom Change: Engaging Underrepresented Students with Academic Writing. Presented at NCTEAR Assembly for Research Midwinter Conference in Pittsburgh, PA. Carbone, P. M. (April, 2009). At the Critical Juncture of Theory and Practice: Secondary School Teachers Present their Classroom Practices, Re-writing the Script for Success within their Local Contexts. Organized Symposium at AERA Annual Meeting in San Diego, CA. Carbone, P. M. (2008, March). First year teachers emergent identities as social justice educators: Enacting the real from the ideal. Presented in paper session at the AERA Annual Meeting in New York, NY. Carbone, P. M., & Orellana, M. (2008, March). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Presented in paper session at the AERA Annual Meeting in New York, NY.

5 Carbone 5 Carbone, P. M., & Reynolds, R. (2008, March). Continued Collaborative Teacher Inquiry: Considering Community Literacies in the Classroom. Presented in paper session at the AERA Annual Meeting in New York, NY. Carbone, P. (2007, March). Collaborative Teacher Research: Social Justice and the Dominant Discourse in Secondary Classrooms. Presented in paper session at the AERA Annual Meeting in Chicago, Illinois. Carbone, P. and Reynolds, R. (2007, March). Honoring Home Literacies: An Examination of English Educators Practices. Presented in panel presentation at the AERA Annual Meeting in Chicago, Illinois. Carbone, P. and Peate, M. P. (2006, November). The Brilliance of Child Translators: Leveraging Language and Social Abilities in the Classroom. UCLA With Different Eyes. (Presenting the work of Dr. Marjorie Orellana). Carbone, P. and Shein, P. (2006, April). Embracing Multiliteracies in Mathematics and Language Arts Classrooms. Presented at the 5 th Annual California Association of Freirean Educators. Carbone, P. (2002, December). Visual Thinking Strategies in the Classroom: Using VTS to improve student writing. UCLA Chancellor s Conference on Composition and Literature. Carbone, P. (2001, March). Beyond Violence: Survival in Urban America an interdisciplinary, project-based unit. NCTE Spring Conference, Birmingham, Alabama. ACADEMIC PRESENTATIONS Advanced Placement Teacher Workshops, The College Board, 2001 current. Present curricular planning, strategies for equity and access to Advanced Placement course, grades Professional Development, Literacy across the disciplines Los Padrinos Juvenile Hall School, Los Angeles County Office of Education, Professional Development Presentations, LAUSD, Topics include Reading in content areas, Student-led conferences, Writing instruction, School-wide writing assessment. LEADERSHIP EXPERIENCE Chair, Course Coordinators, Rossier School of Education, USC 2013-present Lead monthly meetings to address MAT Program improvement Chair, Key Assessment Revision, Rossier School of Education, USC Spearheaded new Key Assessments across the MAT Program for authentic assessments to indicate candidates readiness to progress in the Program Led faculty through research-based approaches for preparation for practice to collectively design new assessments for Program Improvement Course Coordinator: Humanities Strand in the MAT@USC & Content Literacies

6 Carbone 6 Work with faculty to align courses (Social Studies, ELA & Multiple Subjects) with Practicum experience; facilitate collaboration for support of English Learners, integration of technology, designing the classroom environment, etc. Facilitate weekly faculty meetings with faculty also teaching sections of courses Department Chair & Mentor: Los Angeles Unified School District TEACHING EXPERIENCE Assistant Professor of Clinical Education, Rossier School of Education University of Southern California 2010-present Course Coordinator: Design curriculum & syllabus Hire adjuncts to teach open sections of courses Provide Professional Development for course goals Calibrate Scoring for Assignments Collaborate on course flow and revisions EDUC 700: Research in Teacher Education Ed.D course for candidates in the TEMS (Teacher Education in a Multicultural Society) concentration EDUC 505: Integrating Literacies in Secondary Content Instruction MAT foundations literacy course for secondary credential candidates EDUC 513 A/B: Teaching English Language Arts in the Secondary Classroom Two foundations courses in MAT for pedagogical content knowledge development theory with practice EDUC 552: Literacies in the Content Areas, Humanities Core course for the Masters of Education, in-practice candidates EDUC 578: Integrating the Arts in Secondary English and Social Studies Core course for the Masters of Education, in-practice candidates Courses Taught in addition to the courses above: EDUC 536: In1quiry II Case Study, Interpretation of Lived Experience Ed.D course on qualitative research methodology EDUC 518: The Application of Theories of Learning to Classroom Practice MAT foundations course EDUC 516: Framing the Social Context of High Needs Schools MAT foundations course EDUC 501: Instruction for English as a New Language MAT foundations course EDUC 792, 790, 794a: Preparing for the Ed.D Dissertation Supported six Ed.D students as Dissertation Chair EDUC568 A/B: Guided Practice MAT seminar for ELA candidates during student-teaching English teacher, Los Angeles Unified School District, Work collaboratively within department and interdepartmentally on curriculum, writing. Prior to working for LAUSD, English Teacher in Dallas, TX; Tokyo, Japan (International School).

7 Carbone 7 Faculty Consultant, The College Board, 2001 current. Professional development for Pre- AP language arts teachers and teachers of AP English Language & Composition. SERVICE Field Council Area Representative, LRA, 2012-present Discussant, Division K, AERA Annual Meeting 2012 Literacy panel for Junior League annual meeting, Invited speaker, January 2012 Writing and Literacies SIG AERA, Awards Committee, 2012 CESJ SIG: Co-Communications Chair, 2010-Current; Awards Committees served as chair and member Reviewed proposals for AERA annual meeting: Division G Social Context of Education & Division K Teaching and Teacher Education Committee for Fireside Chat, Critical Educators for Social Justice Sig, for 2010 Annual Meeting Co-editor, Interactions: UCLA Journal of Education and Information Studies : Reviewer for Research in the Teaching of English Book Review Editor, Interactions: UCLA Journal of Education and Information Studies GRANTS Graduate Summer Research Mentorship, UCLA. Mentor: Dr. Orellana Jordan Fundamentals Grant (For lesson design to improve achievement of urban youth, 2004) $2,500. Universal Studios Mini-Grant (Students created community-based photo essays with narratives, 2001). $500. PROFESSIONAL AFFILIATIONS AERA National Council of Teachers of English Literacy Research Association/National Reading Conference Phi Delta Kappa HONORS

8 Carbone 8 Dean s Scholar, Recipient: California Community Foundation Hoyt Scholarship, UCLA Graduate School of Education and Information Studies. Elected as English Department Chair, Reseda High School, Los Angeles Unified District, Invited to serve on the WASC Accreditation Leadership Team, Reseda High School, school received highest accreditation rating, Selected as part of the English Instructional Development Team, LAUSD, UCLA Writing Project Fellow, 2002.