 | Shelley Stagg Peterson Professor Program Coordinator, Language and Literacies Education Program 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 focus on: supporting and assessing young children's multimodal communication in play environments; action research; rural education; feedback on writing; writing assessment and instruction; and children's literature. Dr. Stagg Peterson is a former International Literacy Association board member and 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 Portier, C., & Peterson, S.S. (2017). Creative collaborative curriculum activities: Playful learning pre-kindergarten to grade two. Toronto, ON: NOW Play Press. 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. (2013). Creating spaces for print and new literacies in pre-service literacy classes. In C. Kosnik, R. Simon, P. Williamson, J. Rowsell, & C. Beck (Eds.), Literacy teacher educators: Preparing teachers for a changing world, (pp. 93-105). Rotterdam, NL: Sense Publishers. 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 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. (2017). Developing a play-based communication assessment through collaborative action research with teachers in northern Canadian Indigenous communities. Literacy, 51(1), 36-43. 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., & Malec, A. (2016). Assessing children’s use of language in dramatic play contexts. Florida Reading Journal, 51(3), 7-13. Peterson, S.S., McIntyre, L., & Forsyth, D. (2016). Supporting young children’s oral language and writing development: Teachers’ and early childhood educators’ goals and practices. Australasian Journal of Early Childhood, 41(3), 11-19. 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. Wajskop, G., & Peterson, S.S. (2015). Dramatic play as a meaning-making and story-making activity. Early Childhood Education, 43(1), 17-20. 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. (2014). Peers and teachers supporting students’ writing lives: “It’s a juggling act sometimes.” Voices from the Middle, 21(3), 13-17. 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: 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$2.8 million 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 $800.00 199-2000 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. Involved 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. 2009 Teachers' written feedback on boys' and girls' writing. Invited symposium for the SIG Writing EARLI. Amsterdam: August. Issues and practices in providing feedback on student writing: Results of two research studies. Invited to present my research at the British Columbia Regional National Council of Teachers of English Research Pre-Conference. Vancouver: October. 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 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. Jang, S.Y., & Peterson, S.S. (2018). Kindergarten students as playwrights: Utilizing multimodal social strategies in dramatic play. Literacy Research Association Conference. Palm Springs, CA: November. Kim, J., Madsen, A., & Peterson, S.S. (2018). The power of play to support written and spoken language. Literacy Research Association Conference. Palm Springs, CA: November. Parr, J., Stagg Peterson, S., & Lindgren, E. (2017, May). The positioning of writing in early years curricula: International perspectives. Paper presented at the Litum Symposium, Umea, Sweden. Porter, C., & Friedrich, N. (2017, May). Exploring dramatic play as a context for meaningful writing in northern rural and Indigenous Canadian classrooms. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Toronto, ON. 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. Peterson, S.S., Bottle, J., Neekan, D., Wesley-Naim, S., & McLean, A. (2017, July). Indigenous children's verbal, nonverbal and written communication connected to dramatic and outdoors play. Poster presented at the annual meeting of the International Literacy Association, Orlando, FL. Peterson, S.S., & Beardy-Meekis, N. (2017, November). Supporting young children's multimodal meaning-making and cultural learning through play in Aboriginal head start classrooms. Poster presented at the National Association for Education of Young Children annual meeting. Atlanta, GA. |
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