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Peter Smagorinsky is an educator, researcher, and theorist currently working at The University of Georgia. He holds the title of Distinguished Research Professor of English Education

Education
Smagorinsky received his Bachelor of Arts in English Literature from Kenyon College in Gambier, Ohio in 1974. He went on to receive a Master of Arts in Teaching (M.A.T.) in English Education from the University of Chicago in 1977. After teaching English for several years, Smagorinsky continued his education at the University of Chicago, receiving his Ph.D. in English Education in 1989.

Career
Smagorinsky began his teaching career as an English teacher in a pilot enrichment program, Upward Bound, in Chicago, IL. Once he received his M.A.T., he went on to teach in several other high schools in Illinois. Upon receiving his doctorate, Smagorinsky accepted a position as assistant professor of English Education at the University of Oklahoma. Smagorinsky moved to The University of Georgia in 1998 as a professor of English Education in the Department of Language and Literacy Education. In 2011, Smagorinsky received the title of Distinguished Research Professor from The University of Georgia, where he continues to teach today.

Awards
Awards for Research/Publications

2012: Sylvia Scribner Award, awarded by Division C of the American Educational Research Association to recognize a current program of scholarship by a Division C member that has significantly influenced thinking and research of learning and instruction and that represents a significant advancement in the field's understanding.

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.

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"

2003: Janet Emig Award for the article published in English Education that most contributes to the field's thinking about English teacher education and most informs the field's research. Presented by the National Council of Teachers of English's Conference on English Education for "Acquiescence, accommodation, and resistance in learning to teach within a prescribed curriculum"

2000: Edwin M. Hopkins Award for best article by a non-K-12 author in English Journal, presented by the National Council of Teachers of English (honorable mention) for "Revising Ophelia: Rethinking questions of gender and power in school"

1999: Raymond B. Cattell Early Career Award for Programmatic Research presented by the American Educational Research Association to recognize the scholar who has conducted the most distinguished program of cumulative educational research in any field of educational inquiry within the first decade following receipt of his or her doctoral degree

1991: Steve Cahir Award for Research in Writing, presented by the Special Interest Group in Writing of the American Educational Research Association

1989: English Journal Writing Award for best article by a K-12 author in English Journal, presented by the National Council of Teachers of English (runner-up) for "Small groups: A new dimension in learning"

Awards for Teaching

2011 UGA COE Distinguished Research Mentor

2007-2008 UGA Service-Learning Fellow

2007: UGA Graduate School Outstanding Mentoring Award in Humanities and Fine and Applied Arts

Personal Information
Aside from his extensive work in the field of education, Dr. Smagorinsky's main hobby is gardening. His website, Guide to the Yard of Peter Smagorinksy, provides extensive information on his process of developing his garden, as well as videos and photographs over the course of its development.

Suggested Further Readings
Book Authored or Coauthored

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M. (2012). Teaching students to write research reports. Portsmouth, NH: Heinemann.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M. (2012). Teaching students to write essays that define. Portsmouth, NH: Heinemann.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M., with Anglin, J. (2012). Teaching students to write personal narratives. Portsmouth, NH: Heinemann.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M., with Dean, A. (2012). Teaching students to write comparison/contrast essays. Portsmouth, NH: Heinemann.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M. (2011). Teaching students to write argument. Portsmouth, NH: Heinemann.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M. (2011). Teaching students to write fictional narratives. Portsmouth, NH: Heinemann.

Smagorinsky, P. (2011). Vygotsky and literacy research: A methodological framework. Boston: Sense.

Smagorinsky, P., Johannessen, L. R., Kahn, E. A., & McCann, T. M. (2010). The dynamics of writing instruction: A structured process approach for middle and high school. Portsmouth, NH: Heinemann.

Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional units. Portsmouth, NH: Heinemann.

Smagorinsky, P., & Taxel, J. (2005). The discourse of character education: Culture wars in the classroom. Mahwah, NJ: Erlbaum.

Smagorinsky, P. (2002). Teaching English through principled practice. Upper Saddle River, NJ: Merrill/Prentice Hall.

Smagorinsky, P. (1996). Standards in practice, grades 9-12. Urbana, IL: National Council of Teachers of English.

Smagorinsky, P., & Whiting, M. E. (1995). How English teachers get taught: Methods of teaching the methods class. Urbana, IL: Conference on English Education and the National Council of Teachers of English.

Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature. NCTE Research Report No. 27. Urbana, IL: National Council of Teachers of English.

Smagorinsky, P. (1991). Expressions: Multiple intelligences in the English class. Urbana, IL: National Council of Teachers of English.

Smagorinsky, P., & Gevinson, S. (1989). Fostering the reader's response: Rethinking the literature curriculum, grades 7-12. Palo Alto, CA: Dale Seymour Publications.

Smagorinsky, P., McCann, T., & Kern, S. (1987). Explorations: Introductory activities for literature and composition, grades 7-12. Urbana, IL: National Council of Teachers of English.

Books Edited or Coedited

Kinloch, V., & Smagorinsky, P. (Editors) (in press). Service-learning in literacy education: Possibilities for teacher educators. Charlotte, NC: Information Age Publishing.

Flanagan, J., & Smagorinsky, P. (Editors) (in press). Literacy across the curriculum: Dilemmas and solutions, Grades 6-12. Thousand Oaks, CA: Corwin.

Ellis, V., Edwards, A., & Smagorinsky, P. (Eds.) (2010). Cultural-historical perspectives on teacher education and development: Learning teaching. New York: Routledge.

Christenbury, L., Bomer, R., & Smagorinsky, P. (Eds.) (2009). Handbook of adolescent literacy research. New York: Guilford.

Smagorinsky, P. (Ed.) (2006). Research on composition: Multiple perspectives on two decades of change. New York: Teachers College Press and the National Conference on Research in Language and Literacy.

McCann, T. M., Johannessen, L. R., Kahn, E. A., Smagorinsky, P., & Smith, M. W. (Eds.) (2005). Reflective teaching, reflective learning: How to develop critically engaged readers, writers, and speakers. Portsmouth, NH: Heinemann.

Lee, C. D., & Smagorinsky, P. (Eds) (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.

Smagorinsky, P. (Ed.). (1994). Speaking about writing: Reflections on research methodology. Thousand Oaks, CA: Sage.

Podcasts

2012: Interview by Anthony Barra on L. S. Vygotsky’s work in “defectology” 2011: Distinguished Research Professor Interview 2010: Interview by Andy Blunden on L. S. Vygotsky's The Psychology of Art 1980: WPRB (Princeton University NPR station): Program on African American Gospel Music

Curriculum Materials

2009: Senior Consultant and Author, Writing with Power, Grades 6-12. Logan, IA: Perfection Learning.

Editor of Special Themed Issues of Journals Smagorinsky, P. (Editor) (2006). Writing in school contexts. Special themed issue of L1-Educational Studies of Language and Literature, 6(2).

National/International Refereed Journal Articles

Smagorinsky, P., Clayton, C. M., & Johnson, L. L. (in press). A service-learning experience for undergraduate literacy educators. Theory into Practice.

Smagorinsky, P. (2013). What does Vygotsky provide for the 21st century Language Arts teacher? Language Arts, 90, 190-202.

Smagorinsky, P., Rhym, D., & Moore, C. (2013). Competing centers of gravity: A beginning English teacher's socialization process within conflictual settings. English Education, 45, 147-183.

Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of people of difference in the broader cultural stream. Journal of Language and Literacy Education [Online], 8(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/05/Vygotsky-and-Defectology.pdf

Smagorinsky, P. (2012). "Every individual has his own insanity": Applying Vygotsky's work on defectology to the question of mental health as an issue of inclusion. Learning, Culture and Social Interaction, 1(1), 67-77.

Smagorinsky, P., Anglin, J. L., & O’Donnell-Allen, C. (2012). Identity, meaning, and engagement with school: A Native American student’s composition of a life map in a senior English class. Journal of American Indian Education, 51(1), 22-44.

Smagorinsky, P. (2011). Vygotsky's stage theory: The psychology of art and the actor under the direction of perezhivanie. Mind, Culture, and Activity, 18, 319-341.

Smagorinsky, P. (2011). Confessions of a mad professor: An autoethnographic consideration of neuroatypicality, extranormativity, and education. Teachers College Record, 113, 1701-1732.

Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43, 263-293.

Smagorinsky, P., Boggs, G. L., Jakubiak, C. A., & Wilson, A. A. (2010). The implied character curriculum in vocational and nonvocational English classes: Designing social futures for working class students and their teachers. Journal of Research in Character Education, 8(2),

Smagorinsky, P. (2010). The culture of learning to teach: The self-perpetuating cycle of conservative schooling. Teacher Education Quarterly, 37(2), 19-32.

Smagorinsky, P., Daigle, E. A., O'Donnell-Allen, C., & Bynum, S. (2010). 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, 44, 368-405.

Smagorinsky, P. (2009). Is it time to abandon the idea of "best practices" in the teaching of English? English Journal, 98(6), 15-22.

Smagorinsky, P., Jakubiak, C., & Moore, C. (2008). Student teaching in the contact zone: Learning to teach amid multiple interests in a vocational English class. Journal of Teacher Education, 59, 442-454. DOI: 10.1177/0022487108324329.

Smagorinsky, P. (2008). The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25, 389-411.

Smagorinsky, P., Augustine, S. M., & O'Donnell-Allen, C. (2007). Experiences with personal, academic, and hybrid writing: A study of two high school seniors. English in Australia, 42(3), 55-73.

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., 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.

Smagorinsky, P., Wright, L., Augustine, S. M., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58, 76-90.

Smagorinsky, P., Sanford, A. D., & Konopak. B. (2006). Functional literacy in a constructivist key: A nontraditional student teacher's apprenticeship in a rural elementary school. Teacher Education Quarterly, 33(4), 93-110.

Smagorinsky, P., Augustine, S. M., & Gallas, K. (2006). Rethinking rhizomes in writing about research. The Teacher Educator, 42, 87-105.

Smagorinsky, P. (2006). Introduction. Writing in school contexts (Special themed issue of L1-Educational Studies of Language and Literature), 6(2), 1-6.

Smagorinsky, P., Zoss, M., & Reed, P. (2006). Residential interior design as complex composition: A case study of a high school senior's composing process. Written Communication, 23, 295-330.

Bickmore, S. T., Smagorinsky, P., Ladd, J., & O'Donnell-Allen, C. (2005).Tensions between traditions: The role of contexts in learning to teach. English Education, 38, 23-52.

Smagorinsky, P., Zoss, M., & O'Donnell-Allen, C. (2005). Mask-making as identity project in a high school English class: A case study. English in Education, 39(2), 58-73.

Smagorinsky, P., Cook, L., & Reed, P. (2005). The construction of meaning and identity in the composition and reading of an architectural text. Reading Research Quarterly, 40, 70-88.

Smagorinsky, P., & Taxel, J. (2004). The discourse of character education: Ideology and politics in the proposal and award of federal grants. Journal of Research in Character Education, 2(2), 113-140.

Smagorinsky, P., Pettis, V., & Reed, P. (2004). High school students' compositions of ranch designs: Implications for academic and personal achievement. Written Communication, 21, 386-418.

Smagorinsky, P., Gibson, N., Moore, C., Bickmore, S., & Cook, L. S. (2004). Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools. English Education, 36, 214-245.

Smagorinsky, P., Cook, L. S., Jackson, A. Y., Moore, C., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55, 8-24.

Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach. Teachers College Record, 105, 1399-1436.

Johnson, T. S., Smagorinsky, P., Thompson, L., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 38, 136-176.

Gallas, K., & Smagorinsky, P. (2002). Approaching texts in school. The Reading Teacher, 56(1), 54-61.

Smagorinsky, P. (2002). Growth through English revisited. English Journal, 91(6), 23-29.

Smagorinsky, P., Lakly, A., & Johnson, T. S. (2002). Acquiescence, accommodation, and resistance in learning to teach within a prescribed curriculum. English Education, 34, 187-213.

Cook, L. S., Smagorinsky, P., Fry, P. G., Konopak, B., & Moore, C. (2002). Problems in developing a constructivist approach to teaching: One teacher's transition from teacher preparation to teaching. The Elementary School Journal, 102, 389-413.

Smagorinsky, P. (2001). If meaning is constructed, what is it made from?: Toward a cultural theory of reading. Review of Educational Research, 71, 133-169.

Smagorinsky, P. (2000). Reflecting on character education through literary themes. English Journal, 89(5), 64-69.

Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1-29.

Smagorinsky, P. (1999). Time to teach. English Education, 32, 50-73.

Smagorinsky, P. (1999). Standards revisited: The importance of being there. English Journal, 88(4), 82-88.

O'Donnell-Allen, C., & Smagorinsky, P. (1999). Revising Ophelia: Rethinking questions of gender and power in school. English Journal, 88(3), 35-42.

Smagorinsky, P., & O'Donnell-Allen, C. (1998). The depth and dynamics of context: Tracing the sources and channels of engagement and disengagement in students' response to literature. Journal of Literacy Research, 30, 515-559.

Smagorinsky, P., & O'Donnell-Allen, C. (1998). Reading as mediated and mediating action: Composing meaning for literature through multimedia interpretive texts. Reading Research Quarterly, 33, 198-226.

Smagorinsky, P.(1998). Thinking and speech and protocol analysis. Mind, Culture, and Activity, 5, 157-177.

Smagorinsky, P. (1997). Artistic composing as representational process. Journal of Applied Developmental Psychology, 18, 87-105.

Smagorinsky, P. (1997). Personal growth in social context: A high school senior's search for meaning in and through writing. Written Communication, 14, 63-105.

Smagorinsky, P. (1996). Appropriating tools for teaching and research through collaborative independent study. English Education, 27, 127-142.

Smagorinsky, P. (1995). Multiple intelligences in the English class: An overview. English Journal, 84(8), 19-26.

Smagorinsky, P. (1995). The social construction of data: Methodological problems of investigating learning in the zone of proximal development. Review of Educational Research, 65, 191-212.

Smagorinsky, P. (1995). Constructing meaning in the disciplines: Reconceptualizing Writing Across the Curriculum as Composing Across the Curriculum. American Journal of Education, 103, 160-184.

Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the context: An exploration of a choreographed response to literature. Journal of Reading Behavior, 27, 271-298.

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.)

Smagorinsky, P., & Coppock, J. (1995). Reading through the lines: An exploration of drama as a response to literature. Reading & Writing Quarterly, 11, 369-391.

Smagorinsky, P. (1994). Bring the court room to the classroom: Develop civic awareness with simulation activities. The Social Studies, 85, 174-180.

Smagorinsky, P., & Coppock, J. (1994). Exploring an evocation of the literary work: Processes and possibilities of an artistic response to literature. Reader, Fall, 62-74.

Smagorinsky, P., & Coppock, J. (1994). Exploring artistic response to literature. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional aspects of literacy research, theory, and practice, (pp. 335-341). Forty-Third Yearbook of the National Reading Conference. Chicago: National Reading Conference.

Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the classroom context: An exploration of an alternative response to literature. Written Communication, 11, 283-310.

Smagorinsky, P. & Fly, P. K. (1993). The social environment of the classroom: A Vygotskian perspective on small group process. Communication Education, 42, 159-171.

Smagorinsky, P. & Smith, M. W. (1992). The nature of knowledge in composition and literary understanding: The question of specificity. Review of Educational Research, 62, 279-305.

Smagorinsky, P. (1992). Towards a civic education in a multicultural society: Ethical problems in teaching literature. English Education, 24, 212-228.

Smagorinsky, P. (1991). The writer's knowledge and the writing process: A protocol analysis. Research in the Teaching of English, 25, 339-364.

Smagorinsky, P. & Jordahl, A. (1991). The student teacher/cooperating teacher collaborative study: A new source of knowledge. English Education, 23, 54-59.

Smagorinsky, P. (1989). The reliability and validity of protocol analysis. Written Communication, 6,463-479.

Smagorinsky, P. (1987). Graves revisited: A look at the methods and conclusions of the New Hampshire study. Written Communication, 4, 331-342.

Smagorinsky, P. (1986). An apology for structured composition instruction. Written Communication, 3, 105-122.

National/International Journal Articles-Invited

Smagorinsky, P. (2011). NCTE & me: Reflections on the Council's role in one teacher's life. English Journal, 101(1), 111-116.

Smagorinsky, P. (2011). A distant perspective on the School of the Dialogue of Cultures pedagogical movement in Ukraine and Russia. Journal of Russian and East European Psychology, 49(2), 29-35.

Portes, P., & Smagorinsky, P. (2010). Static structures, changing demographics: Educating for shifting populations in stable schools. English Education, 42, 236-248.

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.

Smagorinsky, P. (2007). Vygotsky and the social dynamics of classrooms. English Journal, 97(2), 61-66.

Dickson, R., & Smagorinsky, P. (2006). Are methods enough? Situating teacher education programs within the multiple settings of learning to teach. English Education, 38, 312-328.

Smagorinsky, P. (2001). Rethinking protocol analysis from a cultural perspective. In M. McGroarty (Ed.), Annual Review of Applied Linguistics, 21 (pp. 233-245). New York: Cambridge University Press.

Smagorinsky, P. (2000). What will be the influences of media on literacy in the new millennium? Reading Research Quarterly, 35(2) 277-278.

Smagorinsky, P. (1996). Multiple intelligences, multiple means of composing: An alternative way of thinking about learning. NASSP Bulletin, 80(583), 11-17.

Smagorinsky, P. (1995). Teacher certification as personal and professional development. Voices from the Middle, 2(4), 21-26.

Book Chapters

Smagorinsky, P. (in press). The bold and courageous path of Vera John-Steiner. In R. Lake & C. Connery (Eds.), Constructing a community of thought: Letters on the scholarship, teaching and mentoring of Vera John-Steiner. New York: Peter Lang.

Smagorinsky, P. (in press). Service-learning in an alternative school as mediated through book club discussions. In V. Kinloch & P. Smagorinsky (Eds.), Service-learning in literacy education: Possibilities for teacher educators. Charlotte, NC: Information Age Publishing.

Kinloch, V., & Smagorinsky, P. (in press). Introduction. In V. Kinloch & P. Smagorinsky (Eds.), Service-learning in literacy education: Possibilities for teacher educators. Charlotte, NC: Information Age Publishing.

Flanagan, J., & Smagorinsky, P. (in press). Introduction: Literacy across the curriculum.In J. Flanagan & P. Smagorinsky (Eds.), Literacy across the curriculum: Dilemmas and solutions, Grades 6-12. Thousand Oaks, CA: Corwin.

Flanagan, J., & Smagorinsky, P. (in press). Literacy in the English/Language Arts classroom. In J. Flanagan & P. Smagorinsky (Eds.), Literacy across the curriculum: Dilemmas and solutions, Grades 6-12. Thousand Oaks, CA: Corwin.

Smagorinsky, P., & Daigle, E. A. (2012). 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 (pp. 293-307). New York: Psychology Press.

Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students' developing expertise. In P. Portes & S. Salas, Vygotsky in 21st Century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang.

Kinloch, V., Nieto, S., & Smagorinsky, P. (2011). Conclusion: Reflections and insights on urban education. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 195-200). New York: Teachers College Press.

Smagorinsky, P. (2011). Theory and method in research on literacy practices. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language Arts, 3rd ed. (pp. 405-409). New York: Routledge, International Reading Association, & National Council of Teachers of English.

Smagorinsky, P. (2011). Service-learning as a vehicle for examining assumptions about culture and education. In A. Honigsfeld & A. Cohan (Eds.), Breaking the mold of school instruction and organization: Preservice and inservice teacher education (pp. 65-74). Lanham, MD: Rowman and Littlefield.

Souto-Manning, M., & Smagorinsky, P. (2010). Freire, Vygotsky, and social justice theories in English education. In sj Miller & D. Kirkland (Eds.), Change matters: Critical essays on moving social justice research from theory to policy (pp. 41-51). New York: Peter Lang.

Smagorinsky, P. (2010). The inscription of self in graphic texts in school. In M. C. Connery, V. John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky and creativity: A cultural-historical approach to meaning-making, play, and the arts (pp. 125-140). New York: Peter Lang.

Smagorinsky, P. (2010). Teaching writing in the age of accountability: Reflections from the academy. In G. A. Troia, R. K. Shankland, & A. Heintz (Eds.), Putting writing research into practice: Applications for teacher professional development (pp. 276-305). New York: Guilford.

Ellis, V., Edwards, A., & Smagorinsky, P. (2010). Introduction. In V. Ellis, A. Edwards, & P. Smagorinsky (Eds.), Cultural-historical perspectives on teacher education and development: Learning teaching (pp. 1-10). New York: Routledge.

Smagorinsky, P. (2010). 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 (pp. 13-29). New York: Routledge.

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. xi-xii). 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

Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating conceptual and pedagogical tools for teaching English: A conceptual framework for studying professional development. (Technical Report No.12011). Albany, NY: National Research Center on English Learning & Achievement, University at Albany, State University of New York.

Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach. (Technical Report No. 16002). Albany, NY: National Research Center on English Learning & Achievement, University at Albany, State University of New York.

Editorials & Presidential Statements

Smagorinsky, P., & Smith, M. W. (2003). Editors' introduction: Put on those dancing shoes. Research in the Teaching of English, 37, 273-277.

Smagorinsky, P., & Smith, M. W. (2003). Editors' introduction: Reconsidering research in the teaching of English. Research in the Teaching of English, 37, 417-424.

Smagorinsky, P. (2002). President's message: The language and mission of NCRLL. NCRLL Newsletter, 29(1), 1, 3, 9.

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Ideology and education. Research in the Teaching of English, 37, 141-144.

Smith, M. W., & Smagorinsky, P (2002). Editors' introduction: Great expectations. Research in the Teaching of English, 37, 5-8.

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Seats of authority. Research in the Teaching of English, 36, 433-436.

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Whose who? Research in the Teaching of English, 36, 305-308.

Smagorinsky, P. (2001). President's message: What is the role of NCRLL in the new millennium? NCRLL Newsletter, 28(2), pp. 1, 3.

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Theory and method. Research in the Teaching of English, 36, 157-160.

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Constructive conflicts. Research in the Teaching of English, 36, 5-8.

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Classroom performances. Research in the Teaching of English, 35, 453-456.

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Considering context. Research in the Teaching of English, 35, 285-289.

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Inferring authors. Research in the Teaching of English, 35, 141-145.

Smith, M. W., & Smagorinsky, P. (2000). Editors' introduction: Is there a text in this study? Research in the Teaching of English, 35, 5-8.

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Telos and educational research. Research in the Teaching of English, 34, 465-467.

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Questions of cultures. Research in the Teaching of English, 34, 345-349.

Smagorinsky, P., & Smith, M. W. (1999). Editors' introduction: Reading, reduction, and reciprocity. Research in the Teaching of English, 34, 193-196.

Smagorinsky, P., & Smith, M. W. (1999). Editors' introduction. Research in the Teaching of English, 34, 5-9.

Smith, M. W., & Smagorinsky, P. (1999). Editors' introduction. Research in the Teaching of English, 33, 349-351.

Smith, M. W., & Smagorinsky, P. (1999). Editors' introduction. Research in the Teaching of English, 33, 229-234.

Smith, M. W., & Smagorinsky, P. (1998). Editors' introduction. Research in the Teaching of English, 33, 133-135.

Smith, M. W., & Smagorinsky, P. (1998). Editors' introduction. Research in the Teaching of English, 33, 5-7.

Smagorinsky, P., & Smith, M. W. (1998). Editors' introduction. Research in the Teaching of English, 32, 121-125.

Smagorinsky, P., & Smith, M. W. (1998). Editors' introduction. Research in the Teaching of English, 32, 5-9.

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: Guidelines for contributors to Research in the Teaching of English. Research in the Teaching of English, 31, 285-294.

Smagorinsky, P., & Smith, M. W. (1997). Editors' introduction. Research in the Teaching of English, 31, 157-160.

Book Reviews

Smagorinsky, P. (in press). Daiute's dynamics: A review of Human Development & Political Violence. Mind, Culture, and Activity.

Smagorinsky, P. (2007). A thick description of thick description: Review of K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook. Educational Researcher, 36(4), 199-200.

Smagorinsky, P. (2007). Response to Nancy Leech. Educational Researcher, 36(4), 202.

Smagorinsky, P. (1997). Responding to writers, not writing: A review of 12 Readers Reading: Responding to College Student Writing by Richard Straub and Ronald F. Lunsford. Assessing Writing, 3, 211-220.

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

Green, J. L., & Smagorinsky, P. (1998). What is the role of NCRLL in public debate and policy concerning education? NCRLL Newsletter, 25(2), 1, 3.

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.

Smagorinsky, P., & Fly, P. K. (1994). A new perspective on why small groups do and don't work. English Journal, 83(3), 54-58.

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. (1991). The aware audience: Role-playing peer response groups. English Journal, 80(5), 35-40.

Smagorinsky, P. (1989). Small groups: A new dimension in learning. English Journal, 78(2), 67-70.

Task Force White Papers

Freedman, S., Miller, S., Smagorinsky, P., Stallworth, J., & Zancanella, D. (2011). An analysis of the NCTQ/U.S. News & World Report plan to evaluate and eank teacher education programs in colleges and universities. Available at http://www.ncte.org/cee/positions/NCTQanalysis

ERIC Documents

Smagorinsky, P. (2000). What English educators have to say to assessment specialists. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. ED 446 050; SP 039 481.

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

Smagorinsky, P. (1994, March). Constructing meaning in the disciplines: Reconceptualizing Writing across the Curriculum as 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., & 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., & 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., & 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. (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, 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., & 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. (1990, March). The effect of different types of knowledge on the writing process. Paper presented at the annual meeting of the Conference on College Composition and Communication, Chicago. ED317992

State/Regional Refereed Articles

Smagorinsky, P. (2010). The role of videos in the English language arts classroom. Connections: A Journal of the Georgia Council of Teachers of English, 47(1), 55-66.

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.

Op-Ed Essays

Smagorinsky, P. (2012, November 27). A teacher led by faith and fire for her students: Bettina Polite Tate of Savannah's Johnson High. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/11/27/a-teacher-led-by-faith-and-fire-for-her-students-bettina-polite-tate-of-savannahs-johnson-high/

Smagorinsky, P. (2012, October 25). Another great Georgia teacher: Justin Sealy of Pelham City Schools. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/10/25/another-great-georgia-teacher-justin-sealy-of-pelham-city-schools/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2012, September 27). Another great Georgia teacher: Angela Dean of Gwinnett. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/09/27/17412/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2012, September 10). When a teacher teaches in a lonely forest. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/09/10/when-a-teacher-teaches-in-a-lonely-forest/

Smagorinsky, P. (2012, September 7). What do we care about when we care about education? The Athens Patch. Available at http://athens.patch.com/articles/what-do-we-care-about-when-we-care-about-education-94ed6deb

Smagorinsky, P. (2012, August 14). Teacher Travis Ellington: An exceptional teacher in Toombs for exceptional children. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/08/13/teacher-travis-ellington-an-exceptional-teacher-in-toombs-for-exceptional-children/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2012, August 5). The conditions of teaching. Athens Patch. Available at http://athens.patch.com/articles/the-conditions-of-teaching#photo-9211897

Smagorinsky, P. (2012, July 14). Great Georgia teachers: Beyond the test scores. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/07/14/great-georgia-teachers-beyond-the-test-scores/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2012, June 30). Testing mandates flunk cost-benefit analysis. The Answer Sheet of The Washington Post. Available at http://www.washingtonpost.com/blogs/answer-sheet/post/testing-mandates-flunk-cost-benefit-analysis/2012/06/30/gJQACqfsDW_blog.html#pagebreak

Smagorinsky, P. (2012, June 13). The real educational crisis is manufactured educational crises. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/06/13/uga-prof-the-real-educational-crisis-is-manufactured-educational-crises/

Smagorinsky, P. (2012, May 26). Is there a teacher in this room? Why don't we ever recognize the great teachers behind the great students? Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/05/25/is-there-a-teacher-in-this-room-why-dont-we-ever-recognize-the-great-teachers-behind-the-great-students/

Smagorinsky, P. (2012, April 3). How do you know when teaching is good? Athens Patch. Available at http://athens.patch.com/articles/how-do-you-know-when-teaching-is-good

Smagorinsky, P. (2012, April 1). The billion dollar question for Arne Duncan: Why has testing become the driver in school reform? Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/04/01/the-billion-dollar-question-for-arne-duncan-why-has-testing-become-the-driver-in-school-reform/

Smagorinsky, P. (2012, March 28). How to remake the Education Department (or, it's time to give teachers a chance). The Answer Sheet of The Washington Post. Available at http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-remake-the-education-department-or-its-time-to-give-teachers-a-chance/2012/03/21/gIQAFg3KfS_blog.html#pagebreak

Smagorinsky, P. (2012, March 11). Why the Ed Department should be reconceived-or abolished. The Answer Sheet of The Washington Post. Available at http://www.washingtonpost.com/blogs/answer-sheet/post/why-the-ed-department-should-be-reconceived--or-abolished/2012/03/09/gIQAHfdB5R_blog.html#pagebreak

Smagorinsky, P. (2012, March 5). If you kill the heart and soul of a school, what’s left? Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2012/03/05/if-you-kill-the-heart-and-soul-of-a-school-what%e2%80%99s-left/

Smagorinsky, P. (2011, November 8). Efforts to "quantify teaching have become a national obsession on its way to becoming a national joke." Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2011/11/08/efforts-to-quantify-teaching-have-become-a-national-obsession-on-its-way-to-becoming-a-national-joke/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2011, September 19). The latest in free-market educational solutions. The Answer Sheet of The Washington Post. Available at http://www.washingtonpost.com/blogs/answer-sheet/post/the-latest-in-free-market-educational-solutions/2011/09/19/gIQAEd4rfK_blog.html

Smagorinsky, P. (2011). Viewpoint: School's outof touch with teachers. UGA Research Magazine, Fall, 32-33. Available at http://issuu.com/ugaresearch/docs/ugaresearchmagazine_fall2011/34?mode=window&viewMode=doublePage

Smagorinsky, P. (2011, June 29). Great principals hire great teachers and get out of their way. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2011/06/29/great-principals-hire-great-teachers-and-get-out-of-their-way/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2011, June 20). Does class size matter? Don't ask Bill Gates. Ask a teacher. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2011/06/19/does-class-size-matter-dont-ask-bill-gates-ask-a-teacher/

Smagorinsky, P. (2011, February 7). Putting Socrates and Jesus to the good-teacher test. Atlanta Journal-Constitution. Available at http://www.ajc.com/opinion/putting-socrates-and-jesus-830256.html

Smagorinsky, P. (2011, January 10). Want reform? Why not ask teachers for ideas? Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2011/01/10/want-reform-why-not-ask-teachers-for-ideas/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2010, June 8). Make every school a charter school. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2010/06/08/uga-professor-make-every-school-a-charter-school/

Smagorinsky, P. (2010, May 31). Teachers can't be judged by tests. (2010, May 31). Atlanta Journal-Constitution. Available at http://www.ajc.com/opinion/teachers-cant-be-judged-539080.html