Secondary School

 

DISTINCTIONS

Editing

1996-2003: Co-Editor, Research in the Teaching of English (research journal of the National Council of Teachers of English)
2012-present: Faculty advisor, Journal of Language and Literacy Education

American Educational Research Journal (2008-2011; 2011-2014)
American Journal of Education (1994-1997)
Educational Researcher (2007-2009)
English Teaching: Practice and Critique (2011-present)
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; 2007-2012; 2012-2017)
Review of Educational Research (1997-1999; 2009-2011; 2011-2014)
The Open Communication Journal (2007-present)
Written Communication (1995-1999; 2003-present)

2012-2014: Chair, Cultural-Historical Research Special Interest Group of the American Educational Research Association
2003-2009:: Chair, Research Forum of the National Council of Teachers of English

University

2004-5: Chair, Intercollegiate Athletics Committee, The University of Georgia
1997-1998: Chair, Research Council, University of Oklahoma

AWARDS

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"

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

Awards for Service

2013: AERA Publications Committee Outstanding Reviewer Award (American Educational Research Journal)
2013: AERA Publications Committee Outstanding Reviewer Award (Review of Educational Research)
2012: AERA Publications Committee Outstanding Reviewer Award (American Educational Research Journal)
2011: Sage Citation for Excellence in Reviewing (Written Communication)
2011: AERA Publications Committee Outstanding Reviewer Award (Review of Educational Research)
2008: AERA Publications Committee Outstanding Reviewer Award (Educational Researcher)
2007: AERA Publications Committee Outstanding Reviewer Award (Educational Researcher)
2006: AERA Publications Committee Outstanding Reviewer Award (Educational Researcher)

SCHOLARSHIP

Publications

Books 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. Available at http://www.coe.uga.edu/~smago/Books/Standards_in_Practice.pdf

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. Available at http://www.coe.uga.edu/~smago/Books/Expressions.pdf

Smagorinsky, P., & Gevinson, S. (1989). Fostering the reader's response: Rethinking the literature curriculum, grades 7-12. Palo Alto, CA: Dale Seymour Publications. Available at http://smago.coe.uga.edu/Books/FRR.pdf

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. Available at http://smago.coe.uga.edu/Books/Explorations.pdf

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.

Smagorinsky, P. (Editor) (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, Lectures, & Interviews

2013: John and Mary Sue Oehler Lecture, Virginia Commonwealth University, April 10 [video]
2012: Interview by Anthony Barra on L. S. Vygotsky’s work in “defectology” [video]
2011: Distinguished Research Professor Interview [video]
2010: Interview by Andy Blunden on L. S. Vygotsky's The Psychology of Art [video]
1980: WPRB (Princeton University NPR station): Program on African American Gospel Music [podcast]

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). Available at http://l1.publication-archive.com/public?fn=lookup&repository=1&string=vol%206%2C%20issue%202

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. Available at http://www.petersmagorinsky.net/About/PDF/LA/LA2013.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2013.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2012.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JAIE/2012JAIE.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/MCA/MCA2011.pdf

Smagorinsky, P. (2011). Confessions of a mad professor: An autoethnographic consideration of neuroatypicality, extranormativity, and education. Teachers College Record, 113, 1701-1732. Available at http://www.petersmagorinsky.net/About/PDF/TCR/TCR2011.pdf

Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43, 263-293. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2011.pdf

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), 1-23. Available at http://www.petersmagorinsky.net/About/PDF/JRCE/JRCE2010.pdf

Smagorinsky, P. (2010). The culture of learning to teach: The self-perpetuating cycle of conservative schooling. Teacher Education Quarterly, 37(2), 19-32. Available at http://www.petersmagorinsky.net/About/PDF/TEQ/TEQ2010.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE2010.pdf

Smagorinsky, P. (2009). Is it time to abandon the idea of "best practices" in the teaching of English? English Journal, 98(6), 15-22. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2009.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JTE/JTE2008.pdf

Smagorinsky, P. (2008). The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25, 389-411. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC2008.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EA/EA2007.pdf

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). Available at 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. Available at http://www.petersmagorinsky.net/About/PDF/RWQ/RWQ2007.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JTE/JTE2007.pdf

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. Available at http://www.teqjournal.org/TEQ%20Website/Back%20Issues/Volume%2033/VOL33%20PDFS/33_4/16smagorinsky-33_4.pdf

Smagorinsky, P., Augustine, S. M., & Gallas, K. (2006). Rethinking rhizomes in writing about research. The Teacher Educator, 42, 87-105. Available at http://www.petersmagorinsky.net/About/PDF/TTE/TTE2006.pdf

Smagorinsky, P. (2006). Introduction. Writing in school contexts (Special themed issue of L1-Educational Studies of Language and Literature), 6(2), 1-6. Available at http://l1.publication-archive.com/public?fn=enter&repository=1&article=176

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. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC2006.pdf

Bickmore, S. T., Smagorinsky, P., & O'Donnell-Allen, C. (2005).Tensions between traditions: The role of contexts in learning to teach. English Education, 38, 23-52. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE0381Tensions.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EiE/EinE2005.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RRQ/RRQ2005.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JRCE/JRCE2004.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC2004.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE0363Praxis.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JTE/JTE2004.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/TCR/TCR2003.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE2003.pdf

Gallas, K., & Smagorinsky, P. (2002). Approaching texts in school. The Reading Teacher, 56(1), 54-61. Available at http://www.petersmagorinsky.net/About/PDF/TRT/TRT2002.pdf

Smagorinsky, P. (2002). Growth through English revisited. English Journal, 91(6), 23-29. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0916Growth.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE0343Acquiescence.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/TESJ/TESJ2002.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RER/RER2001.pdf

Smagorinsky, P. (2000). Reflecting on character education through literary themes. English Journal, 89(5), 64-69. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0895Reflecting.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/AJE/AJE1999.pdf

Smagorinsky, P. (1999). Time to teach. English Education, 32, 50-73. Available at http://www.petersmagorinsky.net/About/PDF/EE/Timetoteach.pdf

Smagorinsky, P. (1999). Standards revisited: The importance of being there. English Journal, 88(4), 82-88. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0884Standards.pdf

O'Donnell-Allen, C., & Smagorinsky, P. (1999). Revising Ophelia: Rethinking questions of gender and power in school. English Journal, 88(3), 35-42. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0883Revising.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JLR/JLR1998.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RRQ/RRQ1998.pdf

Smagorinsky, P.(1998). Thinking and speech and protocol analysis. Mind, Culture, and Activity, 5, 157-177.Available at http://www.petersmagorinsky.net/About/PDF/MCA/MCA1998.pdf

Smagorinsky, P. (1997). Artistic composing as representational process. Journal of Applied Developmental Psychology, 18, 87-105. Available at http://www.petersmagorinsky.net/About/PDF/JAPD/JAPD1997.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC1997.pdf

Smagorinsky, P. (1996). Appropriating tools for teaching and research through collaborative independent study. English Education, 27, 127-142. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE1996.pdf

Smagorinsky, P. (1995). Multiple intelligences in the English class: An overview. English Journal, 84(8), 19-26. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ1995.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RER/RER1995.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/AJE/AJE1995.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JLR/JRB1995.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RWQ/RWQ1995.pdf

Smagorinsky, P. (1994). Bring the court room to the classroom: Develop civic awareness with simulation activities. The Social Studies, 85, 174-180.Available at http://smago.coe.uga.edu/VirtualLibrary/SS1994.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/Reader/Reader1994.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/NRC/NRC1994.pdf

Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the classroom context: An exploration of an alternative response to literature. Written Communication, 11, 283-310. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC1994.pdf

Smagorinsky, P. & Fly, P. K. (1993). The social environment of the classroom: A Vygotskian perspective on small group process. Communication Education, 42, 159-171. Available at http://www.petersmagorinsky.net/About/PDF/CE/CE1993.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RER/RER1992.pdf

Smagorinsky, P. (1992). Towards a civic education in a multicultural society: Ethical problems in teaching literature. English Education, 24, 212-228. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE1992.pdf

Smagorinsky, P. (1991). The writer's knowledge and the writing process: A protocol analysis. Research in the Teaching of English, 25, 339-364. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE1991.pdf

Smagorinsky, P. & Jordahl, A. (1991). The student teacher/cooperating teacher collaborative study: A new source of knowledge. English Education, 23, 54-59. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE1991.pdf

Smagorinsky, P. (1989). The reliability and validity of protocol analysis. Written Communication, 6, 463-479. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC1989.pdf

Smagorinsky, P. (1987). Graves revisited: A look at the methods and conclusions of the New Hampshire study. Written Communication, 4, 331-342. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC1987.pdf

Smagorinsky, P. (1986). An apology for structured composition instruction. Written Communication, 3, 105-122. Available at http://www.petersmagorinsky.net/About/PDF/WC/WC1986.pdf

National/International Journal Articles-Invited

Smagorinsky, P. (in press). Authentic teacher evaluation: A two-tiered proposal for formative and summative assessment. English Education.

Smagorinsky, P. (2011). NCTE & me: Reflections on the Council's role in one teacher's life. English Journal, 101(1), 111-116. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ_Sept2011_Smagorinsky_NCTE & Me.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/JREEP/JREEP2011.pdf

Portes, P., & Smagorinsky, P. (2010). Static structures, changing demographics: Educating for shifting populations in stable schools. English Education, 42, 236-248. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2010.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/ER/ER2009.pdf

Smagorinsky, P. (2009). The culture of Vygotsky. Reading Research Quarterly, 44, 85-95. Available at http://www.petersmagorinsky.net/About/PDF/RRQ/RRQ2009.pdf

Smagorinsky, P. (2007). Vygotsky and the social dynamics of classrooms. English Journal, 97(2), 61-66. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0972Vygotsky.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2006.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/ARAL/ARAL2001.pdf

Smagorinsky, P. (2000). What will be the influences of media on literacy in the new millennium? Reading Research Quarterly, 35(2) 277-278. Available at http://www.petersmagorinsky.net/About/PDF/RRQ/RRQ2000.pdf

Smagorinsky, P. (1996). Multiple intelligences, multiple means of composing: An alternative way of thinking about learning. NASSP Bulletin, 80(583), 11-17. Available at http://www.petersmagorinsky.net/About/PDF/NASSP/NASSP1996.pdf

Smagorinsky, P. (1995). Teacher certification as personal and professional development. Voices from the Middle, 2(4), 21-26. Available at http://www.petersmagorinsky.net/About/PDF/VM/VM1995.pdf

Book Chapters

Mayer, R. E., & Smagorinsky, P. (in press). Learning to be literate. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Johnson, L. L., & Smagorinsky, P. (in press). Writing remixed: Mapping the multimodal composition of one preservice English Education teacher. In K. Pytash & R. Ferdig (Eds.), Exploring technology in writing and writing instruction (pp. xx-xx). Hershey, PA: IGI Global.

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.

Smagorinsky, P. (in press). Introduction: Literacy across the curriculum.In P. Smagorinsky (Ed.), 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 P. Smagorinsky (Ed.), 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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/AffectInWriting_Grigorenko_Mambrino_Preiss_Writing.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/Theory and Method in Research on Literacy Practices--Lapp.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/Service-learning [Breaking the Mold].pdf

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. Available at http://www.academia.edu/1377724/Freire_Vygotsky_and_Social_Justice_Theories_in_English_Education

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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/The Architecture of Textuality [in Beard et al].pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/ragsdale_smagorinsky.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/A study of students' artistic interpretations of Hamlet.pdf

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. Available at http://www.albany.edu/cela/reports/grossmanappropriating12011.pdf

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. Available at http://cela.albany.edu/publication/abstract/smagorinsky/Smagetal03-02.PDF

Editorials & Presidential Statements

Smagorinsky, P., & Smith, M. W. (2003). Editors' introduction: Reconsidering Research in the Teaching of English. Research in the Teaching of English, 37, 417-424. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial37_4.pdf

Smagorinsky, P., & Smith, M. W. (2003). Editors' introduction: Put on those dancing shoes. Research in the Teaching of English, 37, 273-277. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial37_3.pdf

Smagorinsky, P. (2002). President's message: The language and mission of NCRLL. NCRLL Newsletter, 29(1), 1, 3, 9. Available at http://www.petersmagorinsky.net/About/PDF/NCRLL/NCRLLNewsletterFall01.pdf

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Ideology and education. Research in the Teaching of English, 37, 141-144. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial37_2.pdf

Smith, M. W., & Smagorinsky, P (2002). Editors' introduction: Great expectations. Research in the Teaching of English, 37, 5-8. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial37_1.pdf

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Seats of authority. Research in the Teaching of English, 36, 433-436. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial36_4.pdf

Smagorinsky, P., & Smith, M. W. (2002). Editors' introduction: Whose who? Research in the Teaching of English, 36, 305-308. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial36_3.pdf

Smagorinsky, P. (2001). President's message: What is the role of NCRLL in the new millennium? NCRLL Newsletter, 28(2), pp. 1, 3. Available at http://www.petersmagorinsky.net/About/PDF/NCRLL/NCRLLNewsletterFall98.pdf

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Theory and method. Research in the Teaching of English, 36, 157-160. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial36_2.pdf

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Constructive conflicts. Research in the Teaching of English, 36, 5-8. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial36_1.pdf

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Classroom performances. Research in the Teaching of English, 35, 453-456. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial35_4.pdf

Smagorinsky, P., & Smith, M. W. (2001). Editors' introduction: Considering context. Research in the Teaching of English, 35, 285-289. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial35_3.pdf

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Inferring authors. Research in the Teaching of English, 35, 141-145. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial35_2.pdf

Smith, M. W., & Smagorinsky, P. (2000). Editors' introduction: Is there a text in this study? Research in the Teaching of English, 35, 5-8. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial35_1.pdf

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Telos and educational research. Research in the Teaching of English, 34, 465-467. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial34_4.pdf

Smagorinsky, P., & Smith, M. W. (2000). Editors' introduction: Questions of cultures. Research in the Teaching of English, 34, 345-349. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial34_3.pdf

Smagorinsky, P., & Smith, M. W. (1999). Editors' introduction: Reading, reduction, and reciprocity. Research in the Teaching of English, 34, 193-196. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial34_2.pdf

Smagorinsky, P., & Smith, M. W. (1999). Editors' introduction. Research in the Teaching of English, 34, 5-9. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial34_1.pdf

Smith, M. W., & Smagorinsky, P. (1999). Editors' introduction. Research in the Teaching of English, 33, 349-351. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial33_4.pdf

Smith, M. W., & Smagorinsky, P. (1999). Editors' introduction. Research in the Teaching of English, 33, 229-234. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial33_3.pdf

Smith, M. W., & Smagorinsky, P. (1998). Editors' introduction. Research in the Teaching of English, 33, 133-135. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial33_2.pdf

Smith, M. W., & Smagorinsky, P. (1998). Editors' introduction. Research in the Teaching of English, 33, 5-7. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial33_1.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial32_1.pdf

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 Available at http://www.petersmagorinsky.net/About/PDF/ER/EdResearcher Tobin & Kincheloe.pdf

Smagorinsky, P. (2007). Response to Nancy Leech. Educational Researcher, 36(4), 202. Available at http://www.petersmagorinsky.net/About/PDF/ER/EdResearcher Tobin & Kincheloe--Response to Leech.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/AW/Assessing Writing--Review of Straub.pdf

Smagorinsky, P. (1996). Review of A. N. Applebee, Curriculum as conversation: Transforming traditions of teaching and learning. American Journal of Education, 105, 108-112. Available at http://www.petersmagorinsky.net/About/PDF/AJE/AJE Review of Applebee.pdf

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. Available at http://www.jaconlinejournal.com/archives/vol13.2/smagorinsky-reading.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/NCRLL/NCRLLNewsletterFall98.pdf

Smagorinsky, P. (1997). Entering the electronic conversation. English Journal, 86(4), 80-84. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ0864Software.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ1994.pdf

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. Available at http://www.petersmagorinsky.net/About/PDF/EJ/ej1991.pdf

Smagorinsky, P. (1989). Small groups: A new dimension in learning. English Journal, 78(2), 67-70. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ1989.pdf

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 rank 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. (2013, May 7). An ominous warning about the state of American education. DevEd: Developing Education. Available at http://deved.org/blog/an-ominous-warning-about-the-state-of-american-education

Smagorinsky, P. (2013, April 3). Seeing teachers as technicians ignores what else they give students: Confidence, moral support and inspiration. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2013/04/03/seeing-teachers-soley-as-technicians-ignores-what-else-they-give-students-confidence-moral-support-and-affection/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2013, March 18). Griffin-Spalding teacher Lisa Miller: Coming home to teach. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2013/03/18/griffin-spalding-teacher-lisa-miller-heart-and-soul-of-her-school/?cxntfid=blogs_get_schooled_blog

Smagorinsky, P. (2013, February 13). Why is the image of public education distorted by media? Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2013/02/13/why-is-the-image-of-public-education-distorted-by-media/

Smagorinsky, P. (2013, January 24). Great teachers: Effingham County's Mark Weese teaches the wonders of science. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2013/01/24/great-teachers-effingham-countys-mark-weese-teaches-the-wonders-of-science/

Smagorinsky, P. (2013, January 21). My View: Hear the music - STEM studies aren't the only path to a better future. CNN Schools of Thought. Available at http://schoolsofthought.blogs.cnn.com/2013/01/22/hfr-my-view-hear-the-music-stem-studies-arent-the-only-path-to-a-better-future/

Walker, M., & Smagorinsky, P. (2013, January 1). The power of school music programs: Students come for the music and stay for the math. Atlanta Journal-Constitution. Available at http://blogs.ajc.com/get-schooled-blog/2013/01/01/the-power-of-school-music-programs-students-come-for-the-music-and-stay-for-the-math/?cxntfid=blogs_get_schooled_blog

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 out----of touch with teachers. UGA Research Magazine, Fall, 32-33. Available at http://issuu.com/ugaresearch/docs/ugaresearchmagazine_fall2011/34?mode=window&viewMode=doublePage&utm_source=ugaresearch+magazine&utm_campaign=6b894433fa-ugaresearch_fall2011_11011111_1_2011&utm_medium=email

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

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.

Planning Committee
2011: Scientific committee, 8th International Association for the Improvement of Mother Tongue Education Conference, University of Hildesheim, Germany: Fostering literacies: Teaching and learning in heterogeneous environments.

2011: Scientific committee, 3rd International Santa Barbara Conference on Writing Research, Writing Research Across Borders (George Mason University).

2008: Scientific committee, 2rd International Santa Barbara Conference on Writing Research, Writing Research Across Borders (University of California-Santa Barbara).

Keynote/Plenary Addresses

Smagorinsky, P. (2013, July 13). Authentic teacher evaluation. Keynote address at the biannual summer conference of the Conference on English Education, Fort Collins, CO.

Smagorinsky, P. (2013, April 10). Authentic teacher evaluation: A two-tiered process. Oehler Lecture presented at Virginia Commonwealth University, Richmond.

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. (2013 April 30). Constructing positive social updrafts for extranormative personalities. Invited address in recognition of winning the 2012 Sylvia Scribner Award, presented at the annual conference of the American Educational Research Association, San Francisco.Sma

Smagorinsky, P. (2012, October). Service-learning in literacy education. Presentation at the Service Learning and Community Engagement Conference, Columbus, OH.

Smagorinsky, P. (2012, September). The state of the state of education in Georgia. Presentation made at the The Fifth Annual State of Education in Georgia Conference, Athens, GA.

Smagorinsky, P. (2011, July). Vygotsky's views on art and emotion. Presentation at Vygotsky, Pedagogy, English, Drama: A Research Symposium, Oxford, U.K.

Barnes, D., Bray, J., Cook, J., Eberle, F, & Smagorinsky, P. (2011, June). Moderated panel at the Opening General Session. Panel presented at the 9th National Career Clusters™ Institute, Atlanta, GA.

Smagorinsky, P., & Daigle, E. A. (2011, February). The role of affect in students' writing for school. Paper presented at the Writing Research Across Borders II Conference, George Mason University, Fairfax County, VA.

Smagorinsky, P. (2010, November). A structured process-approach to teaching writing. Paper presented at the Arkansas Curriculum Conference, Little Rock.

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. (2009, February). Publishing in scholarly journals. Seminar conducted in the From Backpacks to Briefcases: Getting Published and Promoted in Academia series. Berkeley, CA: University of California-Berkeley. http://events.berkeley.edu/index.php/calendar/sn/educ.html?event_ID=16755&date=2009-02-24&filter=Secondary%20Event%20Type&filtersel=

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., & Johnson, L. L. (2013, July). Concept development in a service-learning course. Roundtable presented at the biannual summer conference of the Conference on English Education, Fort Collins, CO.

Anglin, J. L., & Smagorinsky, P. (2013, April 28). Collaborative spoken word poetry as a medium for interpreting Hamlet in a senior English class. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Smagorinsky, P. 2012, November). Integrating Common Core standards into middle and high school classrooms. Paper presented at the annual fall convention of the National Council of Teachers of English, Las Vegas.

Smagorinsky, P. (2012, April). Vygotsky and defectology: Creating contexts for alternative developmental pathways toward conventional cultural ends. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, B.C.

Smagorinsky, P. (2011, September). "Every individual has his own insanity": Applying Vygotsky's work on defectology to the question of mental health as an issue of inclusion. Paper presented at the triennial meeting of the International Society for Cultural and Activity Research, Rome.

Smagorinsky, P. (2011, April). A beginning English teacher's developing concept of teaching using Montessori methods in regimented school settings. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Jakubiak, C. A., & Smagorinsky, P. (2011, April). The discourse of voluntourism: American exceptionalism in application essays submitted to a summer overseas volunteer teaching program. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Smagorinsky, P. (2010, November). A beginning English teacher's developing concept of teaching using Montessori methods in structured school settings. Paper presented at the annual fall convention of the National Council of Teachers of English, Orlando.

Smagorinsky, P. (2010, April-May). The inscription of self in graphic texts in school. Paper presented at the annual meeting of the American Educational Research Association, Denver.

Smagorinsky, P. (2010, April-May). Analyzing concept development of preservice teachers through book club discussions related to service learning. Paper presented at the annual meeting of the American Educational Research Association, Denver.

Smagorinsky, P. (2010, April-May). Problem-based research designs in TLELA. Paper presented at the annual meeting of the American Educational Research Association, Denver.

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., & 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.

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.

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., & Jakubiak, 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., & Jakubiak, 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. (2012, October). Service-learning in an alternative school. Presentation made for the students and faculty at Montclair State University, Montclair, NJ.

Smagorinsky, P. (2012, March). Teaching argumentative writing amidst the testing mandates. Keynote talk delivered at the Abydos Learning 26th Annual Teacher's and Trainers Conference, Dallas.

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
Smagorinsky, P. (2012, October). Service-learning in an alternative school. Presentation made for the students and faculty at Montclair State University, Montclair, NJ.

Smagorinsky, P. (2012, March). Teaching comparison and contrast essays. Workshop conducted at the Abydos Learning 26th Annual Teacher's and Trainers Conference, Dallas.

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.

The University of Georgia

Keynote/Plenary Addresses
Smagorinsky, P. (2012, October). Student life at The University of Georgia. Keynote talk delivered for parents and prospective students, Athens.

Smagorinsky, P. (2012, April). Mentoring matters. Keynote talk delivered at the The University of Georgia College of Education Graduate Student Research Conference, Athens.

Smagorinsky, P. (2012, February). The DOE: What is it good for? Absolutely nothing. Keynote talk delivered at the Roosevelt Institute @ UGA Perfect Presidential Platform Conference, Athens, GA.

Presentations
Smagorinsky, P. (2012, November). Comprehensive exams, prospectus, and dissertation. Seminar held for the Language and Literacy Education Graduate Organization, Athens.

External

2013: "No Child Left Behind" Title II Part A Higher Education IMPROVING TEACHER QUALITY Higher Education grant: $35, 627 to study Writing 2.0: Pathways to a 21st Century Writing Pedagogy [with Lindy L. Johnson and Elizabeth Davis].

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