 | Shelley Stagg Peterson Professor phone: (416) 978-0329 email: shelleystagg.peterson@utoronto.ca email: shelleystagg.peterson@utoronto.ca Department: Curriculum, Teaching and Learning | |
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Research Overview Dr. Shelley Stagg Peterson is a Professor in the Department of Curriculum, Teaching, and Learning at OISE/UT. Her research interests include young children's language and literacy; play-based learning; collaborative action research; northern rural and Indigenous education; children's Indigenous language learning; feedback on writing; writing assessment and instruction; and children's literature. Dr. Stagg Peterson is a former International Literacy Association Board member. She has served as President and Past-President of the Toronto Reading Council. She has authored several books on topics ranging from the teaching of children's literature to using graphic novels in classrooms to writing across the curriculum. She is the recipient of the Arbuthnot Award for Excellence in Teaching Children's Literature from the International Reading Association. Curriculum Vitae http://www.oise.utoronto.ca/Curriculum_Vitae/Shelley_Stagg_Peterson_CV.pdf Academic History Ph.D. University of Alberta, Elementary Education, 1994 M.Ed. University of Alberta, Educational Administration, 1990 B.Ed. University of Alberta, Elementary Education, 1983 Teaching Overview Prof. Stagg Peterson teaches the following courses: CTL 3029H Children's Literature as a Foundation of Literate Behaviour across the Curriculum CTL 3030H Theory and Practice in Elementary Literacy Instruction CTL 3032H Teaching Writing in the Classroom CTL 3033H Literacy Research Methodologies CTL 5302 Play, Language and Literacy in Primary Classrooms CTL 7000 Language Arts Curriculum and Instruction (Primary/Junior/Intermediate) CTL 7010 Issues in Numeracy and Literacy (Primary/Junior) Representative Publications BOOKS Swartz, L., & Peterson, S.S. (2015). This is a great book! Markham, ON: Pembroke. Peterson, S.S. (2010). Teaching with graphic novels in grades 4-12 classrooms. Winnipeg, MB: Portage & Main Press. Peterson, S. S., Booth, D., and Jupiter, C. (Eds.). (2009). Books, media and the internet: Children’s literature for today’s classrooms. Winnipeg: Portage and Main Press. Peterson, S. S. (2008). Writing across the curriculum: All teachers teach writing.2nd Ed. Winnipeg: Portage & Main Press. Peterson, S. S., & Swartz, L. (2008). Good books matter. Markham, ON: Pembroke. CHAPTERS IN BOOKS Peterson, S.S. (2019). Coda. In K.P.H. Sullivan & C. Cocq (Eds.), Indigenous writing and education (pp. 205-214). Leiden, NL: Brill. Peterson, S. (2006). Influence of gender on writing development. C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 311-323). New York: Guilford. ARTICLES IN REFEREED JOURNALS Friedrich, N., Portier, C., & Peterson, S.S. (2019). Identifying patterns in and relationships between rural Canadian Indigenous and non-Indigenous children’s graphic representations and their talk. Language and Literacy, 21(1), 39-56. Peterson, S.S., & Horton, L. (2019). Child-directed dramatic play as identity text in northern Canadian Indigenous kindergarten classrooms. Literacy, 53(4), 254-264. Peterson, S.S., Huston, L., & Loon, R. (2019). Preparing Indigenous teachers from remote communities: Voices from Northern Ontario. Brock Journal of Education, 48(2), 17-32. Peterson, S.S., & Rajendram, S., & Eisazadeh, N. (2019). Multimodal meaning-making during play in two northern Canadian Indigenous kindergarten classrooms. Early Years, An International Research Journal, 39(4), 392-407. Peterson, S.S., & Rajendram, S. (2019). Teacher-child and peer interactions in collaborative writing and writing-mediated play in K-1 classrooms. Australian Journal of Language and Literacy, 42(1), 28-39.
Peterson, S.S., & Senior, K. (2019). Looking for gold: Role play and writing in a northern rural Canadian kindergarten classroom. Illinois Reading Council Journal, 47(1), 9-17.
Portier, C., Friedrich, N., & Peterson, S.S. (2019). Play(ful) pedagogical practices for creative collaborative literacy. The Reading Teacher, 73(1), 17-27. Hedges, H., Peterson, S.S., & Wajskop, G. (2018). Play in kindergarten curricula across three continents: A cultural analysis. International Journal of Early Childhood, 7(1), 11-26. Peterson, S.S., & Brooks, A.A. (2018). Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies. Early Childhood Research Journal, 16(4), 421-435.
Peterson, S.S., Parr, J., Lindgren, E., & Kaufman, D. (2018). Conceptualizations of writing in early years curricula: International perspectives. Curriculum Journal, 29(4), 499-521. Eisazadeh, N., Rajendram, S., Portier, C., & Peterson, S.S. (2017). Indigenous children’s use of language during play in rural northern Canadian kindergarten classrooms. Literacy Research: Theory, Method, and Practice, 22, 1-16. Peterson, S.S., & Greenberg, J. (2017). Teacher intervention to support oral language and literacy in dramatic play contexts. Texas Reading Association Journal, 5(1), 10-23. Peterson, S.S., Portier, C., & Murray, A. (2017). The role of play in kindergarten and grade one: Parents’ perceptions. Journal of Childhood Studies, 42(1), 1-10. Portier, C., & Peterson, S.S. (2017). Rural northern Canadian teachers’ discoveries about young children’s oral language. Language and Literacy, 19(2), 109-126. Peterson, S.S. (2016). Research in Canada’s northern rural and Indigenous communities: Supporting young children’s oral language and writing. The Reading Teacher, 70(3), 383-387. Peterson, S.S. (2016). Supporting young children’s vocabulary through play. What Works? Research into Practice #62, 1-4. Peterson, S.S., Anderson, J., Budd, K., Kendrick, M., McTavish, M., McIntyre, L., Ntegliolou, B., & Riehl, D. (2016). Rhetorics of play in kindergarten curricula across five Canadian provinces. Canadian Journal of Education, 39(3), 1-26 Peterson, S.S., Horton, L., & Restoule, J.P. (2016). Toward a shift in expectations and values: What we’ve learned from collaborative action research in northern Indigenous communities. Canadian Journal of Action Research, 17(2), 19-32. Peterson, S.S., & Portier, C. (2016). Teaching vocabulary and writing in kindergarten through dramatic play centers. Colorado Reading Journal, 27, 25-32. Portier, C., & Peterson, S.S. (2016). Revision and participation patterns in grades 5 and 6 wiki writing. Language and Literacy, 18(1), 110-129. Peterson, S.S. (2015). Dramatic play supports children’s writing in kindergarten and grade one. Michigan Reading Journal, 48(1), 44-48. Peterson, S.S. (2014). Award-winning authors and illustrators talk about teaching writing. The Reading Teacher, 67(7), 498-506. Peterson, S.S. (February 2014). How can teachers support struggling writers? What Works? Research into Practice, #49, p. 1-4. Toronto: Ontario Student Achievement Division. Peterson, S.S., & McClay, J. (2014). A national study of teaching and assessing writing in Canadian middle grades classrooms. McGill Journal of Education, 49(1), 17-40. Peterson, S. S. (2012). A five discourses analysis of writing curriculum and support documents across Canada. Curriculum Inquiry, 42(2), 260-284. Peterson, S.S. (2012). Action research supporting students’ oral language in northern Canadian schools: A professional development initiative. Journal of Research in Rural Education, 27(10) 1-16. Peterson, S.S., McClay, J., & Main, K. (2012). An analysis of large-scale writing assessments in Canada (grades 5-8). Alberta Journal of Educational Research, 57(4), 424-445. Research Grants and ContractsYear: 2020 Individual or Group: Group Grantor: SSHRC Purpose: Research Amount: CA$2,500,000 Year: 2016 Individual or Group: Group Grantor: SSHRC Purpose: Connection Amount: CA$22,842 Year: 2016 Individual or Group: Group Grantor: CIHR Purpose: Research Amount: CA$10,000 Year: 2013 Individual or Group: Group Grantor: SSHRC Purpose: Research Amount: CA$2,800,000 Year: 2011 Individual or Group: Group Grantor: Ontario Federation of Libraries Purpose: Research Amount: CA$36,000 Year: 2011 Individual or Group: Individual Grantor: SSHRC SIG Purpose: Research Amount: CA$1952 Year: 2010 Individual or Group: Individual Grantor: SSHRC RDI Purpose: Research Amount: CA$38,783 Year: 2010 Individual or Group: Individual Grantor: Northern Ontario Educational Leaders Amount: CA$30,000 Year:2010 Individual or Group: Group Grantor: SSHRC Purpose: Research Amount: CA$147,704 Year: 2010 Individual or Group: Group Grantor: Elementary Teachers Federation of Ontario Purpose: Research contract Amount: CA$30,000 Year: 2009 Individual or Group: Group Grantor: International Reading Association Purpose: Research Amount: US$10,000 Year: 2009 Individual or Group: Individual Grantor: Small Scale SSHRC Purpose: Research Amount: CA$ 1600 Year: 2008-2010 Individual or Group: Group Grantor: Elementary Teachers' Federation of Ontario Purpose: Research Amount: CA$35,000 Year: 2008 Individual or Group: Group Grantor: SSHRC SIG at York University Purpose: Research Amount: CA$ 3000 Year: 2007 Individual or Group: Group Grantor: Elementary Teachers Federation of Ontario Purpose: Research contract Amount: CA$35,000 Year: 2007 Individual or Group: Group Grantor: Ontario Ministry of Education Purpose: Contract Amount: CA$40,000 Honours and Awards 2010 Arbuthnot Award for Excellence in Teaching Children's Literature, International Reading Association $800 199-2000 OISE Student Teachers' Union Professor of the Year Award Professional Activities 2012-2015: Elected member of the International Literacy Association board 2010-2013: Member of the Children's Literature and Reading SIG of the International Reading Association's Notable Books for a Global Society committee 2008-present: Chief editor of the Journal of Classroom Research in Literacy, an online peer-reviewed journal I initiated as a forum for classroom-based research. 2006-2011: Chief editor of Language and Literacy, journal of the Languages and Literacies Researchers of Canada SIG 2006-2007: Local Area Chair of the Annual Convention of the International Reading Association, 2007. Responsible for overseeing 7 subcommittees in preparation for conference of 12,000 delegates. 2002- 2010: Served as President and Past-President of the Toronto Reading Council, a council of the International Reading Association, throughout these years. Invited Addresses: 2019 Play, language and writing at the centre of culturally responsive teaching in K-1 classrooms. International Reading Recovery Institute. Auckland, NZ: July. 2018 Foundations of literacy in kindergarten. . . play/talk/write (repeat). Invited keynote at the Elementary Teachers' Federation of Ontario Early Childhood Conference. Toronto, ON: April. 2005 Supporting boys' and girls' writing. Keynote address for the Waterloo Catholic District School Board's Scribblefest. Kitchener, ON: May. Other Information Recent International Presentations Peterson, S.S., Bottle, J., Sky, K, Peterson, S.S (2020). Oral language and cultural knowledge in K-3 classrooms. Presented at Kwayaciiwin Education Resource Centre Primary Teachers' Conference. Sioux Lookout, ON: January. Rameka, L., & Peterson, S.S. (2020). Context matters: Historical, cultural and pedagogical. Imagining possible worlds with young children, families, and teachers seminar. American Educational Research Association. San Francisco, CA: April. Bottle, J., Manitowabi, J., Manitowabi, Y., Sky, K, Peterson, S.S., & McLean, A. (2019). Bringing Niichii home: Transformation and healing through Indigenous language and teachings outdoors and in k-3 classrooms. Presented at the National Gathering for Indigenous Education. Toronto, ON: November. Peterson, S.S. (2019). Place and play in northern rural and Indigenous Canadian classrooms. Seminar presented to faculty and graduate students of Faculdade de Educacao, University of Sao Paulo, Brazil: November. Peterson, S.S. (2019). Deepening young children's cultural knowledge and supporting writing through dramatic play. Great Moon Gathering of the Mushkegowuk Council. Timmins, ON: February. Peterson, S.S. (2019). Oral language and writing in Grade 1 classrooms: The play connection. Toronto District School Board Early Literacy Symposium. Toronto, ON: February. Portier, C., Friedrich, N., & Peterson, S.S. (2018). Describing verbal, written and graphic meaning-making patterns of young northern Canadian children. SIG Writing of the European Association for Research in Learning and Instruction. Antwerp, BE: August. Heppner, D., & Peterson, S.S. (2018). Professional learning in remote northern Canadian rural and Indigenous communities. National Forum to Advance Rural Education. Denver, CO: October. Peterson, S.S., Portier, C., & Friedrich, N. (2017, June). Multimodal communication during play in rural northern Canadian kindergarten classrooms. Paper presented at the meeting of the Association for Research in Language Education, Tallinn, Estonia. |
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