SARAH E. PENNINGTON Assistant Professor, Reading K-8 PO Box 172880, Reid Hall 138B Montana State University Bozeman, MT 59717-2880 sarah.pennington2@montana.edu (406) 994-5952 EDUCATION Ph.D. Curriculum & Instruction December, 2016 Literacy Studies & Educational Psychology University of South Florida, Tampa, FL M.A. Gifted Education May, 2010 Research Focus: Challenging Gifted Readers University of South Florida, Tampa, FL B.A. English May, 1994 Berea College, Berea, KY PROFESSIONAL POSITIONS 2016 Present Montana State University, Bozeman, MT Assistant Professor, Reading K-8 College of Education, Health & Human Development 2012 2016 University of South Florida, Tampa, FL Doctoral Student, Graduate Assistant Curriculum & Instruction Literacy Studies & Educational Psychology 2004-2012 Hernando County School Board Teacher, Reading and Language Arts, grades 6-9 ACADEMIC AWARDS AND HONORS 2015 Outstanding Student Poster Presentation Award, American Psychological Association, Division 15 Educational Psychology 2012 2013 University Graduate Fellowship, University of South Florida 2010 Masters & Specialists Award for Exceptional Contributions to Gifted Education, National Association for Gifted Children
SARAH E. PENNINGTON PAGE 2 SCHOLARLY WORK PEER REVIEWED PUBLICATIONS Pennington, S. (2016). Sterilized by grief: The death of my brother and the choice to remain childless. Departures in Critical Qualitative Research, 5, 37-50. doi: 10.1525/dcqr.2016.5.1.37 Pennington, S. (2016). The author as reader: Using Twitter to engage in author/reader dialogue. Florida Reading Journal, 51, 12-15. Pennington, S. (2015). Inquiry into teaching: Using reflective teaching to improve my practice. Networks: An On-line Journal for Teacher Research, 17. Pennington, S. (2013). Reading by the dots: What happened to interest, choice, and reading simply for the joy of it? The Journal of Reading Education, 39, 38-39. EDITOR-REVIEWED PUBLICATIONS Pennington, S. (2015). Using word clouds to support text comprehension. AMLE Magazine, 2, 44-45. MANUSCRIPTS UNDER PEER REVIEW AND REVISION Kiefer, S., & Pennington, S. (2016, January). Associations of Teacher Autonomy Support and Structure with Young Adolescents Motivation, Engagement, Belonging, and Achievement. Middle Grades Research Journal. MANUSCRIPTS IN PREPARATION Kiefer, S., & Pennington, S. (2016). Early adolescent self-regulated learning: The role of psychological needs, goal orientations, and classroom goal structures. Park, S., & Pennington, S. (2016). A comparative study on the use of motivational regulation strategies (MRSs) among three different course structures: Relations with learners use of cognitive strategy and engagement. Pennington, S., & Papke, A. (2016). Standardized writing tests: Does complexity matter? Pennington, S. (2016). State sponsored reading programs and reading achievement: Exploring connections. NATIONAL CONFERENCE PAPERS PRESENTED/ACCEPTED FOR PRESENTATION Pennington, S. (2017, April). Language arts classroom practices and early adolescents needs: A comparison of student and teacher perceptions. American Educational Association Annual Conference, San Antonio, TX. Hagge, J. & Pennington, S. (2017, April). Multimodal playspace and the promise of educational opportunity: Cultivating productive literacy pedagogies of preservice teachers. American Educational Association Annual Conference, San Antonio, TX. Pennington, S. (2016, December). Analysis of middle grades language arts textbook series: Identification of most frequently included instructional practices. Literacy Research Association, Nashville, TN.
SARAH E. PENNINGTON PAGE 3 Pennington, S. (2015, December). State sponsored reading programs and reading achievement: Exploring connections. Literacy Research Association, Carlsbad, CA. Park, S., & Pennington, S. (2015, November). A comparative study on the use of motivational regulation strategies (MRSs) among three different course structures: Relations with learners use of cognitive strategy and engagement. Association for Educational Communications and Technology Convention, Indianapolis, IN. Pennington, S., & Kiefer, S. (2015, August). Adolescent self-regulated learning: Individual needs, personal goals, and classroom goals. American Psychological Association Convention, Toronto, Canada. Pennington, S. (2015, April). Scaffolding inquiry: Guiding preservice teachers down the path to discovery. American Educational Research Association National Conference, Chicago, IL. Pennington, S. (2014, December). Understanding pre-service elementary teachers motivation to read for recreation and academics. Literacy Research Association Annual Conference, Marco Island, FL. Pennington, S., & Papke, A. (2014, December). Analysis of standardized writing tests: does complexity matter? Literacy Research Association Annual Conference, Marco Island, FL. Kiefer, S., & Pennington, S. (2014, April). Perceived teacher autonomy support, structure, and emotional support: Promoting early adolescents self-regulated learning and engagement. American Educational Research Association National Conference, Philadelphia, PA. Jacobs, J., Arndt, K., Casciola, V., Mallory, M., Pennington, S., Powell, R.L., & Ward, J. (2014, February). Learning to connect theory to practice: The next generation of teacher educators. Association of Teacher Educators Annual Meeting, St. Louis, Mo. Pennington, S., Cross, M., & Papke, A. (2013, December). Standardized writing tests: Does complexity matter? American Reading Forum National Conference, Sanibel Island, FL. Pennington, S. (2013, December). The connection between reading motivation and reading achievement. Literacy Research Association Annual Conference, Dallas, TX. Jacobs, J., Burns, R.W., Yendol-Hoppey, D., Arndt, K., Casciola, V., Powell, R., Rakes, L., Ward, J., Pennington, S., & Gonzalez, M. (2013, October). What do we know about pre-service teacher supervision since the release of the NCATE PDS Standards and Blue Ribbon Report: A review of the literature. The Council of Professors of Instructional Supervision, State College, PA. Arndt, K., Casciola, V., Mallory, M., Pennington, S., Powell, R., Ward, J., Jacobs, J., Yendol- Hoppey, D., Hooser, A., Krell, D., Richner, M., Ridgewell, N., & Dana, N.F. (2013, October). Preparing the next generation of supervisors and professors of instructional supervision: An inquiry approach. The Council of Professors of Instructional Supervision, State College, PA. REGIONAL, STATE, AND LOCAL CONFERENCE PAPERS PRESENTED/ACCEPTED Ellsworth, A., Osborne, S., & Pennington, S. (2017, February). Good, better, best: Differentiated early literacy instruction for student success. Montana Council for Exceptional Children Conference on Diverse Abilities, Missoula, MT. Pennington, S. & Ellsworth, A. (2016, October). Revisiting Cinderella Variants: Close reading, comprehension, and so much more. Montana State Reading Council Literacy Conference, Billings, MT.
SARAH E. PENNINGTON PAGE 4 Pennington, S. (2014, April). Understanding pre-service teachers motivation to read for recreation and academics. University of South Florida Inquiry Conference, Tampa, FL. Pennington, S., & Papke, A. (2014, March). Standardized writing tests: Does complexity matter? University of South Graduate Research Symposium, Tampa, FL. Powell, B., Casciola, V., Mallory, M., & Pennington, S. (2013, October). Improving teacher effectiveness through inquiry. Southeastern Regional Association of Teacher Educators Annual Conference, Sarasota, FL. Pennington, S. (2013, April). Scaffolding inquiry: Guiding pre-service teachers down the path to discovery. University of South Florida Inquiry Conference, Tampa, FL. Pennington, S. (2013, March). The connection between reading motivation and reading achievement. USF Graduate Research Symposium, Tampa, FL. Pennington, S. (2013, March). The connection between reading motivation and reading achievement. USF College of Education NCATE Reception, Tampa, FL. Pennington, S. (2013, February). The connection between reading motivation and reading achievement. 2013 Annual Meeting of the Eastern Educational Research Association, Sarasota, FL. Pennington, S. (2008, October). Esteem building in the language arts curriculum. Florida Council of Teachers of English Professional Development Conference, Orlando, FL. INVITED PRESENTATIONS Pennington, S. (June 30, 2015). Autoethnographic research and the search into the self. Invited talk for EDF 7477, Qualitative Methods in Education I, College of Education, University of South Florida, Tampa, FL. Pennington, S. (March 17, 2015). Trauma and childlessness. Invited talk for EDF6354, Human Development and Personality Theories, College of Education, University of South Florida, Tampa, FL. Kiefer, S. M., Wang, J. H.., Pennington, S., & Stewart, K. (February 26, 2015). Examining motivation, peer relations, and the learning environment during early adolescence. Invited talk at the School Psychology Colloquium, University of South Florida, Tampa, FL. Pennington, S. (September 24, 2014). Autoethnographic research and the search into the self. Invited talk for EDF 7477, Qualitative Methods in Education I, College of Education, University of South Florida, University of South Florida, Tampa, FL. RESEARCH INTERESTS My research integrates my expertise in literacy studies and educational psychology and focuses on supporting adolescent learners motivation to read. My three main research interests include: The conceptualization and measurement of motivation to read What strategies educators can utilize to motivate adolescents to read and to continue reading throughout their teenage years and into adulthood The impact of the educational system and broader societal factors on adolescents motivation to read Summer 2014 - RESEARCH EXPERIENCE Member, Adolescent Motivation and Development Lab
SARAH E. PENNINGTON PAGE 5 Present Fall, 2013 -Spring 2014 Primary Investigator: Dr. Sarah Kiefer University of South Florida, Tampa, FL Co-Primary Investigator: The effect of TUNEin to Reading on reading achievement and motivation to read University of South Florida, Tampa, FL TEACHING Assistant Professor, Montana State University, K8 Reading & Language Arts EDU 330 Emergent Literacy EDU 481 Literacy Across the Curriculum EDU 397 Methods: K8 Language Arts Responsibilities Develop and revise course structure and assignments to meet the needs of various stakeholders and ensure the education program produces high-quality literacy educators for schools in Montana and other states. Collaborate with other course instructors to plan and carry out course instruction, including development of lectures, in-class assignments, and assessments. Evaluate pre-service teacher outcomes through a variety of assessments, including lesson plans, student case studies, discussions, and quizzes. Adjust instruction to meet needs of pre-service teachers. Instructor of Record, University of South Florida, Literacy Studies & Educational Psychology EDE 4941 Elementary Education Internship Level I EDE 4942 Elementary Education Internship Level II EDP 3275 Learning and Development within a School Context LAE 4311 Teaching Elementary Writing LAE 4424 Teaching Children s Literature RED 4310 Reading and Learning to Read RED 4312 Emergent Literacy RED 4511 Linking Literacy to Assessment RED 4724 Intermediate Literacy Responsibilities Collaborate with other course instructors to plan and carry out weekly course instruction, including development of lectures, in-class assignments, and assessments. Evaluate pre-service teacher outcomes through a variety of assessments, including lesson plans, student case studies, discussions, and quizzes. Adjust instruction to meet needs of pre-service teachers in the elementary education cohort program. Supervise and observe pre-service teachers within an internship classroom. Assist pre-service teachers with applying theory learned in methods classes to practice within the classroom.
SARAH E. PENNINGTON PAGE 6 Guide pre-service teachers in conducting reflective inquiry into their own teaching practice. Communicate with and support collaborating teachers in their mentorship role. Challenger K8 School of Science and Mathematics; Springstead High School; Powell Middle School, Hernando County School Board 2004-2012 Teacher, Reading & Language Arts, Grades 6-9 Responsibilities Created and carried out lessons and assessments using Sunshine State Standards as guidelines. Students included a range of abilities, from ESE students requiring the support of a co-teacher to profoundly gifted students. Served as team leader for the middle school gifted teacher team (2011-2012 academic year). Served as cooperating teacher for pre-service teachers. Sponsored drama club and Sunshine State book club. PROFESSIONAL AFFILIATIONS American Educational Research Association (AERA) Division B: Curriculum Studies Division E: Human Development and Counseling Middle Level Education Special Interest Group Motivation in Education Special Interest Group Research in Reading and Literacy Special Interest Group American Psychological Association (APA) Division 15 Eastern Educational Research Association (EERA) International Reading Association (IRA) Literacy Research Association (LRA) National Council of Teachers of English (NCTE) National Association for Gifted Children (NAGC) Society for Research on Adolescence (SRA) PROFESSIONAL SERVICE AND LEADERSHIP SERVICE TO NATIONAL PROFESSIONAL ORGANIZATIONS Assistant Managing Editor/Reviewer, Journal of Literacy Practice & Research (2015-2016) Senior Co-Chair, Graduate Student Committee of the Motivation SIG, AERA (2015-2016) Junior Co-Chair, Graduate Student Committee of the Motivation SIG, AERA (2014-2015) Conference Proposal Reviewer, Area 1 Pre-service Teacher Education in Literacy, LRA (2015) Conference Proposal Reviewer, Area 3: Literacy Instruction and Literacy Learning, LRA (2013, 2014)
SARAH E. PENNINGTON PAGE 7 Conference Proposal Reviewer, Area 6: Adolescent, College, and Adult Literacy Processes, LRA (2014, 2015, 2016) Conference Proposal Reviewer, Area 9: Text Analysis of Children s, Young Adult, and Adult Literature, LRA (2015, 2016) Conference Proposal Reviewer, Area 13: Other Topics, LRA (2013, 2016) Reviewer, 63 rd Annual Literacy Research Association Yearbook (2014) Conference Proposal Reviewer, Motivation SIG, AERA (2014, 2015) Conference Proposal Reviewer, Middle Level Education Research SIG, AERA (2013-2015) Conference Proposal Reviewer, School and Achievement Panel, SRA (2013) Member, Education Committee, NAGC (2010-2013) Moderator, Webinars, NAGC (2011-2013) SERVICE TO UNIVERSITY (University of South Florida) Co-Organizer, Children s Literature Conference of Know-how (CLiCK), USF, 2016 Moderator, Panel Discussion Integrating Children s Literature Into the Elementary Classroom, USF, April 27, 2016 President, Children s and Young Adult Literature Graduate Student Association, USF, 2015-2016 Facilitator, Undergraduate Research Colloquium, USF, 2015 Invited Speaker, Elementary Education Professional Development Conference, USF, 2015 Planning Committee, Children s Literature Conference of Know-how (CLiCK), USF, 2013-2014 Invited speaker, Graduate Assistant Boot Camp, Childhood Education & Literacy Studies, USF, 2013-2014 SCHOOL-BASED PARTNERSHIP SERVICE Berkeley Preparatory School, Tampa, FL (2015-present) Berkeley Academy Project Evaluation Consultant Challenger K8 School of Science and Mathematics, Spring Hill, FL (2013-2014) Volunteer Literacy Assessor Liberty Middle School, Tampa, FL (November 4, 2013) Co-presented professional development workshop entitled, Getting (and keeping) middle school students motivated! Eastside Elementary School, Brooksville, FL (2013) Volunteer Consultant Literacy & Gifted Education PROFESSIONAL DEVELOPMENT NATIONAL PROFESSIONAL DEVELOPMENT Division 15 Graduate Student Seminar, APA, August, 2015 Division E Graduate Student Pre-conference Seminar, AERA, April, 2014
SARAH E. PENNINGTON PAGE 8 UNIVERSITY PROFESSIONAL DEVELOPMENT Teaching About The Holocaust, USF & USHMM, January 2014 Graduate Assistant Boot Camp, Department of Childhood Education and Literacy Studies, USF, August 2012, August 2013, August 2014 Preparing for college teaching course, USF, Summer 2013 FLORIDA TEACHING CERTIFICATIONS (VALID THROUGH 2017) English 6-12 ESOL K-12 Middle Grades Integrated Curriculum 5-9 Reading Endorsement Gifted Endorsement