Event Title
“Diversity and the Curriculum: Using Multiple Text Types as Essential"
Location
National-Louis University—Lisle Campus
Session
Morning Keynote Speaker
Start Date
15-10-2010 9:35 AM
End Date
15-10-2010 10:30 AM
Description
Dr. Fenice Boyd is an associate professor and associate dean for the Learning and Instruction Department in Teacher Education at SUNY Buffalo. Dr. Boyd has a Ph. D. in Curriculum, Teaching, and Educational Policy from Michigan State University in East Lansing, Michigan. She also holds a master’s degree in reading from North Carolina A&T State University. Her professional and research interests include struggling adolescent readers and writers, adolescent response to young adult literature, multicultural literature, and diversity issues related to literacy curriculum and its impact on adolescents. Some of her publications include: Multicultural and multilingual literacy and language: Contexts and practices. (The Guilford Press), Principled practices for adolescent literacy: A framework for instruction and policy (Lawrence Erlbaum Associates), “Navigating a literacy landscape: Teaching conceptual understanding with multiple text types” (Journal of Literacy Research), “Web-based inquiry learning: Facilitating thoughtful literacy with webquest” (The Reading Teacher), and “Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms” (English Education).
“Diversity and the Curriculum: Using Multiple Text Types as Essential"
National-Louis University—Lisle Campus
Dr. Fenice Boyd is an associate professor and associate dean for the Learning and Instruction Department in Teacher Education at SUNY Buffalo. Dr. Boyd has a Ph. D. in Curriculum, Teaching, and Educational Policy from Michigan State University in East Lansing, Michigan. She also holds a master’s degree in reading from North Carolina A&T State University. Her professional and research interests include struggling adolescent readers and writers, adolescent response to young adult literature, multicultural literature, and diversity issues related to literacy curriculum and its impact on adolescents. Some of her publications include: Multicultural and multilingual literacy and language: Contexts and practices. (The Guilford Press), Principled practices for adolescent literacy: A framework for instruction and policy (Lawrence Erlbaum Associates), “Navigating a literacy landscape: Teaching conceptual understanding with multiple text types” (Journal of Literacy Research), “Web-based inquiry learning: Facilitating thoughtful literacy with webquest” (The Reading Teacher), and “Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms” (English Education).