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Peter Smagorinsky The University of Georgia, emeritus 1989 Ph.D. English Education, University
of Chicago FACULTY APPOINTMENTS 2021-present: Emeritus professor, The University of Georgia 2018-present: Distinguished Visiting Scholar 1998-2001: Associate Professor 1985-1990: English Teacher, Oak Park and River Forest High School (IL) DISTINCTIONS 1996-2003: Co-Editor, Research in the Teaching of English (research journal of the National Council of
Teachers of English) Editorial
Boards Bloomsbury Publishing Series: Reinventing Teacher Education (2014-present) Journals
American Educational Research Journal (2008-2014) Jump to Main Menu Chairing
Committees and Conferences 2012-2014: Chair, Cultural-Historical Research Special Interest
Group of the American Educational Research Association University
2004-5: Chair, Intercollegiate Athletics Committee,
The University of Georgia AWARDS Awards for Cumulative or Lifetime Career Achievement 2020: Horace Mann League Outstanding Public Educator Award, presented to an outstanding educator who has, over their career, supported public education University
2017: UGA College of Education Aderhold Distinguished Professor Award
Awards for Cumulative or Lifetime Publication Achievement 2024: Elected to the Reading Hall of Fame University
2009: UGA
College of Education Russell H. Yeany, Jr., Research Award Awards for Individual Publications: Winner 2022: American Educational Research Association Division K Exemplary Research in Teaching and Teacher Education Award for Learning to Teach English and Language Arts: A Vygotskian Perspective on Beginning Teachers' Pedagogical Concept Development. London: Bloomsbury. University
2014: UGA Service-Learning Research Excellence Award for Service-Learning in Literacy Education: Possibilities for Teaching and Learning Awards for Individual Publications: Runnerup or Finalist 2022: Finalist, Edward B. Fry Book Award awarded by the Literacy Research Association 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 Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas.
Jump to Main Menu Listings for Global Citation Rank 2024: Listed among most highly referenced scholars historically in the Social Sciences and Humanities: Global, U.S. Awards for Teaching 2016: UGA Center for Student Organizations H. Gordon and Francis S. Davis Student Organization Achievement and Recognition Award (SOAR) Award for Advisor of the Year for advisement of the Journal of Language and Literacy Education Awards for Service National/International Reviewing
2013: AERA Publications Committee Outstanding
Reviewer Award (American Educational Research Journal) Service to Universities
2023: Universidad de Guadalajara ixi'm winiko'b' [Nahuatl] Award/Social Builder in Academic Merit Award Fellow & Trustee Positions 2010-present: Fellow
of the American Educational Research Association
Recognition in Who's Who Volumes 1989 and subsequent editions: Who's Who in American Education
Jump to Main Menu SCHOLARSHIP
Smagorinsky, P. (2020). Learning to teach English and Language Arts: A Vygotskian perspective on beginning teachers' pedagogical concept development. London, UK: Bloomsbury. Winner of the 2022 Division K Exemplary Research in Teaching and Teacher Education Award Smagorinsky, P. (2011). Vygotsky and literacy research: A methodological framework. Boston: Sense. Winner of 2014 AERA Steve Witte Award, 2013 NCTE David Russell Award Smagorinsky, P., & Taxel, J. (2005). The discourse of character education: Culture wars in the classroom. Mahwah, NJ: Erlbaum. | 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. | Review 1 | Review 2
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. | Review Books: Theory and Research: Edited or Coedited Compton-Lilly, C., Lewis Ellison, T., Perry, K., & Smagorinsky, P. (Editors) (2021). Whitewashed critical perspectives: Restoring the edge to edgy ideas in literacy education. New York, NY: Routledge. 2022 Edward B. Fry Book Award Finalist Gayol, Y., Rosas, P., & Smagorinsky, P. (Editors) (2020). Developing culturally and historical sensitive teacher education: Global lessons from a literacy education program. London, UK: Bloomsbury. Runner up, United Kingdom Literacy Association Academic Book Award 2021 Smagorinsky, P., Tobin, J., & Lee, K. (Eds.). (2019). Dismantling the disabling environments of education: Creating new cultures and contexts for accommodating difference. New York, NY: Peter Lang. | Review 1 Kinloch, V., & Smagorinsky, P. (Eds.). (2014). Service-learning
in literacy education: Possibilities for teaching and learning. Charlotte,
NC: Information Age Publishing. Winner of the UGA Service-Learning Excellence in Research Award | Review Ellis,
V., Edwards, A., & Smagorinsky, P. (Eds.) (2010). Cultural-historical
perspectives on teacher education and development: Learning teaching.
New York: Routledge. | Review 1 | Review 2 | Review 3 | Review 4 Christenbury,
L., Bomer, R., & Smagorinsky, P. (Eds.) (2009). Handbook of adolescent
literacy research. New York: Guilford. Winner of the National Reading Conference [Literacy Research Association] Ed Fry Book Award | Review 1 | Review 2 | Review 3 | Review 4 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.
| Review 1 | Review 2 | Review 3 | Review 4| Review 5
Lee,
C. D., & Smagorinsky, P. (Eds) (2000). Vygotskian perspectives on literacy
research: Constructing meaning through collaborative inquiry. New York:
Cambridge University Press. | Review 1 | Review 2| Review 3 | Review 4| Review 5 Smagorinsky,
P. (Ed.). (1994). Speaking about writing: Reflections on research methodology.
Thousand Oaks, CA: Sage. | Review Books: Teaching Practice: Authored or Coauthored 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. | Review 1 | Review 2 Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional units. Portsmouth, NH: Heinemann. | Review 1 | Review 2 | Review 3 | Review 4 Smagorinsky,
P. (2002). Teaching English through principled practice. Upper Saddle
River, NJ: Merrill/Prentice Hall. | Review 1 | Review 2 Short Pedagogical Books Authored or Coauthored Smagorinsky, P. (1991). Expressions: Multiple intelligences
in the English class. Urbana, IL: National Council of Teachers of English. | Review 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. | Review 1 | Review 2 Jump to Main Menu Podcasts,
Lectures, & Interviews Podcasts & Audio Broadcasts 2021: Classroom Caffeine: A Conversation with Peter Smagorinsky, JANUARY 19, 2021 | Alternative version 2018: O'Connor, J., Smagorinsky, P., & Walker, N. (2018, June 20). Schooled: The Podcast: Neurodiversity | Alternative version 1980: WPRB (Princeton University
NPR station): Program on African American Gospel Music Part 1 | Part 2 | Part 3 | Part 4 Videos 2024: Interview with Jim Arnold on the State of Education in Georgia and Beyond Part 1 | Part 2 | Part 3 | Part 3 (Audio) 2024: Smagorinsky, P. (2024, January). Reading and writing qualitative characters. Presentation made for the Innovacion Educativa, Liderazgo, y Literacidad conference, Guadalajara, MX [zoom]. Audio only 2022: Presentation (zoom) for Brazilian conference on Vygotsky 2022: Presentation (zoom) for Guadalajara, Mexico conference 2022: AERA Session on Cultural-Historical Activity Theory 2022: Different Take with Bill Griffin: Interview about Restorative Justice vs. Punitive Discipline | Alternative version 2022: Vygotsky and argumentation, TALGS (TESOL and Applied Linguistics Graduate Students) Conference, Greensboro, NC Second talk starting at the 1:05 mark 2022: Defectology & Deaf Education, 2022 Asia-Pacific Summer School 2020: Interview with Autumn Dodge on Qualitative Research Methods | Audio version 2020: Interview with Anthony Barra, Insights and Inquiries with Peter Smagorinsky, August 4, 2020 | Alternative version 2020: Interview with Anthony Barra, Peter Smagorinsky on Cultural Ways of Thinking January 20, 2020. | Alternative version 2015: Sage Video: Method Section as Conceptual Epicenter: Sage version [requires subscription] | Free access #1 (lower resolution, faster download speed) | Free access #2 (higher resolution, slower download speed) 2014: COE video series, Part 1: Conceptions of Teaching | Alternative version 2014: COE video series, Part 2: Supporting New Teachers | Alternative version 2013: John and Mary Sue Oehler Lecture, Virginia Commonwealth University, April 10 2012: Interview by
Anthony Barra on L. S. Vygotsky's work on concepts | Alternative version 2011: Distinguished
Research Professor Interview REMOVED 2010: Interview by Andy Blunden on L.
S. Vygotsky's The Psychology of Art 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
Jump to Main Menu National/International Refereed Journal Articles Smagorinsky, P. (2025). Writing and reading qualitative characters. Written Communication, 42(3), Smagorinsky, P., & Long, S.L. (2024). An eight-year longitudinal study of an English Language Arts teacher's developmental path through multiple contexts. Research in the Teaching of English, 59(1), 1-79. http://dx.doi.org/10.58680/rte2024591147 Smagorinsky, P. (2024). Emotions, empathy, and education for social justice. English Teaching: Practice and Critique, 23(3), 332-351. Available at http://www.petersmagorinsky.net/About/PDF/ETPC/ETPC2024.pdf Smagorinsky, P. (2023). Talking and listening for civic engagement. English Journal, 112(3), 57-63. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2023.pdf Smagorinsky, P., & Lang, M. (2023). Learning to create environments for deafness among hearing preservice teachers: A defectological approach. Learning, Culture, and Social Interaction, 38. Available at http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2023.pdf Smagorinsky, P. (2022). Arguing controversies through civic discourse. Writing and Pedagogy, 14(3), 391-408. Available at http://www.petersmagorinsky.net/About/PDF/WAP/WAP2023.pdf Smagorinsky, P. (2022). The creation of national cultures through education, the inequities they produce, and the challenges for multicultural education. International Journal of Multicultural Education, 24(2), 80-96. Available at http://www.petersmagorinsky.net/About/PDF/IJME/IJME2022.pdf Smagorinsky, P. (2021). The relation between emotion and intellect: Which governs which? Integrative Psychological & Behavioral Science, 55, 769-778. Available at http://www.petersmagorinsky.net/About/PDF/IPBS/IPBS2021.pdf Yaden, D. B., Reinking, D. P., & Smagorinsky, P. (2021). The trouble with binaries: A perspective on a science of reading. Reading Research Quarterly, 56, 119-129. Available at http://www.petersmagorinsky.net/About/PDF/RRQ/RRQ2021.pdf Smagorinsky, P., & Johnson, L. L. (2021). Empathic framing during concept development in book club discussions in a service-learning teacher education class. Language and Sociocultural Theory, 8(2), 206-238. https://doi.org/10.1558/lst.18853. Available at http://www.petersmagorinsky.net/About/PDF/LST/LST2021.pdf Johnson, L.L., Chisam, J., Smagorinsky, P., & Wargo, K. (2018). Beyond publication: Social action as the ultimate stage of a writing process. Contribution to a special issue in honor of Gert Rijlaarsdam Making Connections: Studies of Language and Literature Education. L1-Educational Studies in Language and Literature, 18, 1-21. Available at http://www.petersmagorinsky.net/About/PDF/L-1/L12018.pdf Smagorinsky, P. (2018). Literacy in teacher education: "It's the context, stupid." Journal of Literacy Research, 50(3), 281-303. Available at http://www.petersmagorinsky.net/About/PDF/JLR/JLR2018.pdf Berchini, C., & Smagorinsky, P. (2018). Calling all writers: Using cell phones to teach argumentation and other genres. Journal of Teaching Writing, 33(1), 23-42. Available at http://www.petersmagorinsky.net/About/PDF/JTW/JTW2018.pdf Smagorinsky, P. (2018). Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, Culture and Social Interaction, 16, 70-75. Available at http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2018.pdf Smagorinsky, P. (2018). Emotion, reason, and argument: Teaching persuasive writing in tense times. English Journal, 107,(5), 98-101. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2018.pdf Smagorinsky, P., with Brasley, A., Johnson, R., & Shurtz, L. (2017). A letter to teacher candidates at the dawn of the Trump presidency. English Teaching: Practice and Critique, 16(3), 319-330. Available at http://www.petersmagorinsky.net/About/PDF/ETPC/ETPC2017.pdf Jakubiak, C. & Smagorinsky, P. (2016). The discourse of voluntourism: An analysis of applications submitted to a summer overseas volunteer teaching program. The Journal of English as an International Language, 10(2), 108-137. Available at http://www.petersmagorinsky.net/About/PDF/JEIL/JEIL2016.pdf Smagorinsky, P. (2016). Huck and Kim: Would teachers feel the same if the language were misogynist? English Journal, 106(2), 75-80. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2016.pdf Barnes, M. E., & Smagorinsky, P. (2016). What English/Language Arts teacher candidates learn during coursework and practica: A study of three teacher education programs. Journal of Teacher Education, 67(4) 338–355. Available at http://www.petersmagorinsky.net/About/PDF/JTE/JTE2016.pdf Smagorinsky, P., Shelton, S. A., & Moore, C. (2015). The role of reflection in developing eupraxis in learning to teach English. Pedagogies: An International Journal, 10(4), 285-308. Available at http://www.petersmagorinsky.net/About/PDF/Pedagogies/Pedagogies2015.pdf Smagorinsky, P., Clayton, C. M., & Johnson, L. L. (2015). Distributed scaffolding in a service-learning course. Theory into Practice, 54(1), 71-78. Available at http://www.petersmagorinsky.net/About/PDF/TIP/TIP2015.pdf Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly, 41(4), 29-52. Available at http://www.petersmagorinsky.net/About/PDF/TEQ/TEQ2014.pdf Harman, R., & Smagorinsky, P. (2014). A critical performative process: Supporting the second language literacies and voices of emergent bilingual learners. Youth Theater Journal, 28, 1–18. Available at http://www.petersmagorinsky.net/About/PDF/YTJ/YTJ2014.pdf Cook, L. S., & Smagorinsky, P. (2014). Constructing positive social updrafts for extranormative personalities. Learning, Culture and Social Interaction, 3(4), 296–308. Available at http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2014.pdf Anglin, J. L., & Smagorinsky, P. (2014). Hip-hop Hamlet: Hybrid interpretive discourse in a suburban high school English class. Dialogic Pedagogy: An International Online Journal, 2, 41-69. DOI: 10.5195/dpj.2014.73. Available at http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/73/55 Smagorinsky, P. (2014). Who's normal here? An atypical's perspective on mental health and educational inclusion. English Journal, 103(5), 15-23. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2014.pdf Smagorinsky, P. (2013). The development of social and practical concepts in learning to teach: A synthesis and extension of Vygotsky's conception. Learning, Culture, and Social Interaction, 2(4), 238-248. Available at http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2013.PDF 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-Psychology of Art.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://www.petersmagorinsky.net/About/PDF/SS/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 artistic response to literature. Written Communication, 11(3), 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 Jump to Main Menu National/International
Journal Articles-Invited Smagorinsky, P. (in press). Lantolf, Vygotsky, and learning through and about languages. Language Teaching Research Quarterly. Smagorinsky, P. (2020). Neurodiversity and the deep structure of schools. Ought: The Journal of Autistic Culture, 2(1), Article 4. Available at https://scholarworks.gvsu.edu/ought/vol2/iss1/4 Smagorinsky, P. (2019). Warranting evidence in social science research reports. Research in the Teaching of English, 53(3), 273-275. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE2019.pdf Smagorinsky, P. (2018). Is instructional scaffolding actually Vygotskian? And why should it matter to teachers? Journal of Adolescent & Adult Literacy, 62(3), 253-257. Available at http://www.petersmagorinsky.net/About/PDF/JAAL/JAAL2018.pdf Smagorinsky, P. (Ed.). (2015). Anagastopoulos, D., Lee, C. D., Smagorinsky, P., & Smith, M. W., A Tribute to George Hillocks, Jr. Research in the Teaching of English, 50, 236-248. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE2015.pdf Smagorinsky, P. (2015). Growth through Language Arts and the conundrum of teacher evaluation. Language Arts, 93(2), 108-112. Available at http://www.petersmagorinsky.net/About/PDF/LA/LA2015.pdf Smagorinsky, P. (2015). Disciplinary literacy in English/language arts. Journal of Adolescent & Adult Literacy, 59(2), 141-146. Available at http://www.petersmagorinsky.net/About/PDF/JAAL/JAAL2015.pdf Smagorinsky, P. (2014, November 26). Taking the diss out of disability. Teachers College Record. Available at http://www.petersmagorinsky.net/About/PDF/TCR/TCR2014.html Smagorinsky, P. (2014). Authentic teacher evaluation: A two-tiered proposal for formative and summative assessment. English Education, 46(2), 165-185. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2014.pdf 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), 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 Bracewell, R., Brandt, D., Chin, E., Daly, J., Flower, L., Freedman, S. W., Gutierrez, K., Hull, G., Rose, M., & Smagorinsky, P. (2004). Tributes to Stephen P. Witte. Research in the Teaching of English, 34, 7-19. Available at http://www.petersmagorinsky.net/About/PDF/RTE/RTE2004.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 Jump to Main Menu Smagorinsky, P. (in press). Cultural-historical theory. In Encyclopedia of Cultural Psychology (L. Tateo, J. Valsiner, R. de Luca Picione, & S. Xu, Eds.). Edward Elgar Publishing. Skerrett, A., Pruitt, A.A., Smagorinsky, P., & Blakes, B. (2025). Racial literacy for anti-racist teaching. In M. Winn & L. Winn (Eds.), Encyclopedia of social justice in education. Bloomsbury. Smagorinsky, P. (2023). My life as a gardener. In J. Avila (Ed.), Leaders in English Language Arts education: Intellectual self portraits (pp. 216-230). Brill. Smagorinsky, P. (2022). Un enfoque evolutivo, cultural y emocional de la alfabetizacion [A developmental, cultural, and emotional approach to literacy education]. In M. M. Vergara Fregoso, R. Garcia Reynaga, & S. Ayala Ramirez (Eds.), Literacidad critica, formacion e inclusion [Literacy criticality, training and inclusion] (pp. 141-263). Guadalajara, MX: Editorial Universidad de Guadalajara, Centro Universitario de Arte, Arquitectura y Diseno, Instituto Transdisciplinar en Literacidad. Smagorinsky, P., & Mayer, R. E. (2022). Learning to be literate. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences, 3rd ed. (pp. 543-559). New York, NY: Cambridge University Press. Smagorinsky, P. (2022). An intellectual path paved with emotions and shaped by cultures. In D. Sumara & D. Alvermann (Eds.), Ideas that changed literacy practices: First person accounts from leading voices (pp. 287-296). Gorham, ME: Myers Education Press. Smagorinsky, P. (2021). Third and hybrid spaces in literacy scholarship and practice: They are different, and their differences matter. In C. Compton-Lilly, T. Lewis Ellison, K. Perry, & P. Smagorinsky (Eds.), Whitewashed critical perspectives: Restoring the edge to edgy ideas in literacy education (pp. 18-40). New York, NY: Routledge. Compton-Lilly, C., Lewis Ellison, T., Perry, K., & Smagorinsky, P. (2021). Introduction. In C. Compton-Lilly, T. Lewis Ellison, K. Perry, & P. Smagorinsky (Eds.), Whitewashed critical perspectives: Restoring the edge to edgy ideas in literacy education (pp. 1-17). New York, NY: Routledge. Smagorinsky, P. (2021). The great equalizer of the conditions of [humanity]: How transformative can schools be when society itself remains inequitable and quarrelsome? In D. C. Berliner & C. Hermanns (Eds.), Public education: The cornerstone of American democracy (pp. 69-83). Teachers College Press. Smagorinsky, P. (2020). Introduction. In Y. Gayol, P. Rosas, & P. Smagorinsky (Eds.), Developing culturally and historical sensitive teacher education: Global lessons from a literacy education program (pp. 1-28). London, UK: Bloomsbury. Gayol, Y., & Smagorinsky, P. (2020). Conclusion: Networking Letras para Volar into the future. In Y. Gayol, P. Rosas, & P. Smagorinsky (Eds.), Developing culturally and historical sensitive teacher education: Global lessons from a literacy education program (pp. 307-314). London, UK: Bloomsbury. Smagorinsky, P., Guay, M., Lewis Ellison, T., & Willis, A. I. (2020). A sociocultural perspective on readers, reading, reading instruction and assessment, reading policy, and reading research. In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research, Vol V (pp. 57-76). New York, NY: Routledge. Smagorinsky, P. (2018). Dartmouth’s growth model reconceived from a social perspective. In A. Goodwyn, C. Durrant, W. Sawyer, D. Zancanella, & L. Scherff, The future of English teaching worldwide: Celebrating 50 years from the Dartmouth conference (pp. 123-133). New York, NY: Routledge IFTE/NATE series in Educational Policy and Literacy. Smagorinsky, P. (2018). Inclusion, "defectology," and second language learners. In J. Lantolf & M. Poehner (Eds.), Handbook of sociocultural theory and second language development (pp. 551-564). New York, NY: Routledge. Smagorinsky, P., & Berchini, C. N. (2018). Ensinando escrita com materiais cotidianos: O telefone celular como estmulo para escrever de vrias maneiras. In M. Deib (Ed.), A aprendizagem e o ensino da escrita: Desofios e resultodos em experiencios estrangeiras (pp. 179-204). Campinas, BR: Pontes. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/Smagorinsky&Berchini_Brazil.pdf Heath, A. L., & Smagorinsky, P. (2018). Expeditionary learning, constructivism, and the hidden structures that impede their possibilities. In D. Kritt (Ed.), Constructivist education in an age of accountability (pp. 267-281). New York, NY: Palgrave Macmillan.Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/ExpeditionaryLearning.pdf Smagorinsky, P. (2018). Character education. In J. I. Liontas, (Ed.), The TESOL encyclopedia of English language teaching, first edition, organizational and administrative issues. [M. DelliCarpini (Project Ed.); Salas, S. (Volume Ed]. Boston, MA: Wiley-Blackwell. DOI: 10.1002/9781118784235. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/TESOL_CE.pdf Smagorinsky, P. (2017). Discussion, conversation, and dialogue: Applebee, Bakhtin, and speech in school. In R. K. Durst, G. E. Newell, & J. D. Marshall (Eds.), English Language Arts research and teaching: Revisiting and extending Arthur Applebee’s contributions (pp. 27-40). New York, NY: Routledge. Shelton, S. A. & Smagorinsky, P. (2017). Conversation analysis, ethnomethodology, and teacher identity construction in interviews. In S. A. Mirhosseini (Ed.), Reflections on qualitative research in language and literacy education (pp. 121-135). New York, NY: Springer. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/Shelton-Smagorinsky_ConversationAnalysis.pdf Noguerón-Liu, S., Hall, D., & Smagorinsky, P. (2017). Building on immigrant parents’ repertoires: Scaffolding online home-school communication in New Latin@ Diaspora contexts. In P. Portes & S. Salas (Eds.), Latinization and K-12 communities: National perspectives on regional change (pp. 3-21). Albany, NY: SUNY Press. Available at http://www.petersmagorinsky.net/About/PDF/Book Chapters/Nogueron_Hall_Smagorinsky2017.pdf Smagorinsky, P. (2016). Introduction. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 3-31).New York, NY: Palgrave Macmillan. Smagorinsky, P. (2016). Toward a social understanding of mental health. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 33-49). New York, NY: Palgrave Macmillan. Smagorinsky, P. (2016). Adaptation as reciprocal dynamic. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 51-76). New York, NY: Palgrave Macmillan. Lipkin, J., Epstein, M., Heller, P., & Smagorinsky, P. (2016). The DisAbility Project: A model for autism-specific creativity and civic engagement within the broader context of difference. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 153-186). New York, NY: Palgrave Macmillan. Cook, L. S., & Smagorinsky, P. (2016). The anime culture as positive social updraft. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 219-242). New York, NY: Palgrave Macmillan. Smagorinsky, P. (2016). An autistic life, animated through the world of Disney. In P. Smagorinsky (Ed.), Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance (pp. 269-291). New York, NY: Palgrave Macmillan. Smagorinsky, P. (2014). 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 teaching and learning (pp. 85-103). Charlotte, NC: Information Age Publishing. Kinloch, V., & Smagorinsky, P. (2014). Introduction. In V. Kinloch
& P. Smagorinsky (Eds.), Service-learning in literacy education: Possibilities
for teaching and learning (pp. ix-xxiii). Charlotte, NC: Information Age Publishing. Smagorinsky, P. (2014). Introduction: Literacy across the curriculum. In P. Smagorinsky (Ed.), Teaching dilemmas and solutions in content-area literacy, grades 6-12 (pp. ix-xv). Thousand Oaks, CA: Corwin. Smagorinsky, P., & Flanagan, J. (2014). Literacy in the English/Language Arts classroom. In P. Smagorinsky (Ed.), Teaching dilemmas and solutions in content-area literacy, grades 6-12 (pp. 1-28). Thousand Oaks, CA: Corwin. Johnson, L. L., & Smagorinsky, P. (2013). Writing remixed: Mapping the multimodal composition of one preservice English Education teacher. In K. Pytash & R. Ferdig (Eds.), Exploring multimodal composition and digital writing (pp. 262-280). Hershey, PA: IGI Global. Available at http://www.petersmagorinsky.net/About/PDF/Book%20Chapters/Johnson&Smagorinsky-Writing-Remixed.pdf Smagorinsky, P., & Daigle, E. A. (2012). The role of affect in students' writing for school. In E. L. Grigorenko, E. Mambrino, & D. D. Preiss (Eds.), Writing: A mosaic of new perspectives (pp. 293-307). New York, NY: Psychology Press. Available at http://www.petersmagorinsky.net/About/PDF/Book
Chapters/AffectInWriting_Grigorenko_Mambrino_Preiss_Writing.pdf 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 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. (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. 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 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. (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. (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. (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. Available at http://www.petersmagorinsky.net/About/PDF/Book%20Chapters/How_Reading_Model_Essays_Affects_Writers.pdf 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. Jump to Main Menu Book Forewords
Smagorinsky, P. (2022). Foreword. In M. Shoffner & A. W. Webb (Eds.), Reconstructing care in teacher education after COVID-19:
Caring enough to change. Routledge. Smagorinsky, P. (in press). Foreword. In T. M. McCann, E. A. Kahn, S. Hochstetler, & D. Chambers, On the case in the English Language Arts classroom: Situations for the teaching of English (pp. xviii-xxi). Urbana, IL: National Council of Teachers of English. Smagorinsky, P. (2021). Foreword. In N. Sieben & S. A. Shelton (Eds.), Humanizing grief in higher education: Narratives of allyship and hope (pp. xx-xxiv). New York, NY: Routledge. Smagorinsky, P. (2020). Foreword. In D. Forde, A. Bouque, E. A. Kahn, T. M. McCann, & C C. Walter (Eds.), Inquiry units for English Language Arts (pp. vii-xii). Landham, MD: Rowman and Littlefield. Smagorinsky, P. (2020). Foreword. In E. Chase, N. P. Morabito, & S. S. Abrams, Writing in education: The art of writing for educators (pp. xi-xiv). Boston, MA: Brill/Sense. Smagorinsky, P. (2019). Foreword. In C. I. Mercado, Navigating teacher education in complex an uncertain times: Re-imagining teacher education a borderless world (pp. viii-xiii). London, UK: Bloomsbury. Smagorinsky, P. (2018). Foreword. In S. Hochstetler (Ed.), Reform and literacy education: History, effects, and advocacy (pp. ix-xiii). New York, NY: Routledge. Smagorinsky, P. (2017). Foreword. In D. Pasternak, S. Caughlan, H. Hallman, L. A. Renzi, & L. Rush, Secondary English teacher education in the United States (pp. viii-xii). London, UK: Bloomsbury. Smagorinsky, P. (2016). Foreword: English education. In A. Brown & L. Rodesiler (Eds.), Developing contemporary literacies through sports: A guide for the English classroom (pp. xi-xii). Urbana, IL: National Council of Teachers of English. Smagorinsky, P. (2015). Foreword. In D. Reed & T. Hicks, Research writing rewired: Lessons that ground students� digital learning (pp. xiv�xv). Thousand Oaks, CA: Corwin. Smagorinsky, P. (2015). Foreword. In T. M. McCann, R. D�Angelo, N. Galas, & M. Greska, Literacy and history in action: Immersive approaches to disciplinary thinking, grades 5-12 (pp. ix-xii). New York, NY: Teachers College Press. 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. Jump to Main Menu 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 Jump to Main Menu 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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial32_2.pdf 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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial31_4.pdf 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. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial31_3.pdf Smagorinsky, P., & Smith, M. W. (1997). Editors' introduction. Research in the Teaching of English, 31, 157-160. Available at http://www.petersmagorinsky.net/About/PDF/RTE/Editorial31_2.pdf Jump to Main Menu Smagorinsky, P. (2015). Review of Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. New York, NY: Teachers College Press. Journal of Language and Literacy Education, 11(2), 222-234. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Smagorinsky-Book-Review-FINAL-fixed-links.pdf Smagorinsky, P. (2013). Daiute’s dynamics: A review of Human Development & Political Violence. Mind, Culture, and Activity, 20, 298-300. Available at http://www.petersmagorinsky.net/About/PDF/MCA/MCA2011_Daiute.pdf 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 Jump to Main Menu Smagorinsky, P. (2021, December 27). How to be a funky writer. Teachers, Profs, Parents: Writers Who care. Available at https://writerswhocare.wordpress.com/2021/12/28/how-to-be-a-funky-writer/
Smagorinsky, P. (2021). Revising history to suit the present. Academia Letters, Article 279. Available at http://www.petersmagorinsky.net/About/PDF/AL/AcademiaLetters2021.pdf
Smagorinsky, P. (2021, February 6). The ideological character of character education. Chicago, IL: The University of Chicago Center for Practical Wisdom. Available at https://wisdomcenter.uchicago.edu/news/discussions/ideological-character-character-education
Smagorinsky, P. (2020). The essential role of relationships and emotional life in schooling. School Administrator, October, 36-39. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2019.pdf
Smagorinsky, P. (2019). Emig Award recipient commentary. In Karen Morris with the 2019 Editorial Team, Fifty years of English Education: What the Emig Award-winning articles tell us. English Education, 51(4), 341-342. Available at http://www.petersmagorinsky.net/About/PDF/EE/EE2019.pdf
Smagorinsky, P. (2018). A Southern white man's lessons on how to grow up racist. Journal of Language and Literacy Education, 14(1), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Smagorinsky_JoLLE2018.pdf
Smagorinsky, P. (2015). Speaking out in the public sphere: Why, what, where, and how teachers can enter the fray. English Journal, 104(3), 91–96. Available at http://www.petersmagorinsky.net/About/PDF/EJ/EJ2015_SpeakingOutInThePublicSphere.pdf 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 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 Jump to Main Menu 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 Jump to Main Menu State/Regional
Refereed & Invited Articles Smagorinsky, P. (2017). Reconsidering Dartmouth from a social, institutional perspective. Language Arts Journal of Michigan, 33(1), 4-7. Available at http://www.petersmagorinsky.net/About/PDF/LAJM/LAJM2017.pdf 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. Available at http://www.petersmagorinsky.net/About/PDF/IEB/IEB1986.pdf Jump to Main Menu Public Essays Arts, Music, and Theater in School
Smagorinsky, P. (2014, January 25). Why our kids need drama. Psychology Today. Smagorinsky, P. (2012, August 5). The conditions of teaching. Athens Patch. Jump to Main Menu Great Georgia (and Others) Leaders Series Smagorinsky, P. (2016, October 5). A brief guide to neurodiversity. The Committed Project. Smagorinsky, P. (2016, July 9). Is mental health strictly mental? Psychology Today. Smagorinsky, P. (2014, June 3). School to work: Is it working? Atlanta Journal-Constitution. Smagorinsky, P. (2010, June 8). Make every school a charter school. Atlanta Journal-Constitution. Jump to Main Menu Smagorinsky, P. (2021, February 21). Every curriculum is ideological. Atlanta Journal-Constitution. Smagorinsky, P. (2015, September). Political correctness and the future of society. Scholars Speak Out of the Journal of Language and Literacy Education. Smagorinsky, P. (2014, June 17). Response to the new NCTQ Teacher Prep Review. The Becoming Radical Smagorinsky, P. (2012, April 3). How do you know when teaching is good? Athens Patch. Jump to Main Menu Smagorinsky, P. (2010, May 31). Teachers can't be judged by tests. Atlanta Journal-Constitution. Jump to Main Menu Smagorinsky, P. (2024, March 28). It's time to dig the dirt out of our libraries. Radical Scholarship. Available at https://radicalscholarship.com/2024/03/28/guest-post-a-modest-proposal-from-peter-smagorinsky/ Alternative version Smagorinsky, P. (2023, January 27). Opinion: Let AI teach class, bots write essays and computers grade them. Atlanta Journal-Constitution. Available at http://www.petersmagorinsky.net/About/PDF/Op-Ed/CHATbot.html Smagorinsky, P. (2022, September 23). Opinion: No college degree? You can be a teacher in some states anyway. Atlanta Journal-Constitution. Available at http://www.petersmagorinsky.net/About/PDF/Op-Ed/TeacherShortage.html Smagorinsky, P. (2022, April 21). First, it was Florida man. Now it's Florida math. Atlanta Journal-Constitution. Available at http://www.petersmagorinsky.net/About/PDF/Op-Ed/FloridaMath.html Smagorinsky, P. (2021). A modest proposal for the Greene New Deal for Education. Pangyrus. Available at https://www.pangyrus.com/politics/a-modest-proposal-for-the-greene-new-deal-for-education/ and http://www.petersmagorinsky.net/About/PDF/Fiction/Pangyrus.pdf Smagorinsky, P. (1984). Office of the principal. The Journal of Irreproducible Results, 29(2), 28. Reprinted in the Quarterly Review of Doublespeak, 9(2), January, 1985, pp. 7-8. Available at http://www.petersmagorinsky.net/About/PDF/Fiction/Office_of_the_Principal_JIR1984.jpg Smagorinsky, P. (1984). Belmont El. Nit&Wit, Chicago’s Art Magazine, 6(1), 4-5. Available at http://www.petersmagorinsky.net/About/PDF/Fiction/BelmontEl.pdf Smagorinsky, P. (1981). The bold man and the semen. Scholia Satyrica, 7(3&4), 41-42. Available at http://www.petersmagorinsky.net/About/PDF/Fiction/Bold_Man.pdf Jump to Main Menu
Shortly after college, I got an assignment to write articles on U.S. culture for English Today, a magazine published in Japan for Japanese people hoping to learn more about U.S. life (published by Goken Co., Ltd., Tokyo). My father's weather forecasting lab included a group of Japanese meteorologists, one of whom got a request from back home to find a U.S. writer to provide articles on life in the States for the magazine. I was a recent college graduate with a degree in English, and so they recommended me, and I wrote for the magazine for a few years, with the English version accompanied by a Japanese translation. I think it might have folded, which would explain why the gig ended. One of those Japanese scientists, by the way, was Syukuro Manabe, who was awarded the 2021 Nobel Prize in Physics.
Jump to Main Menu Presentations 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). Jump to Main Menu Smagorinsky, P. (2024, April). Beyond inclusion: Vygotsky's compassionate defectology. Keynote presentation at the conference on Beyond inclusion: Towards transformative education. IX international seminar "Vygotskij," Turin, Italy.
Smagorinsky, P. (2022, February). Vygotsky and writing development. Presentation at the TALGS (TESOL and Applied Linguistics Graduate Students) Conference, Greensboro, NC [zoom].
Smagorinsky, P. (2020, October). Black Lives Matter and literacy. Keynote presentation at the I Congreso de Literacidad para una Cultura Cient fica, Guadalajara, MX (virtual conference).
Smagorinsky, P. (2020, February). The essential role of relationships and emotional life in schooling. Keynote presentation at the 99th Annual Luncheon and Meeting of The Horace Mann League, San Diego, CA.
Smagorinsky, P. (2019, November). Principles and resources of critical multimodality in higher education. Keynote presentation at the Fourth International Encounter on Reading, Writing and Expression in Higher Education, Guadalajara, MX.
Smagorinsky, P. (2019, June 27). Theory and practice of inclusive literacy for people with physical or cognitive challenges. Keynote presentation at the Semana Academica: Literacidad e Inclusion Conference, Guadalajara, MX.
Smagorinsky, P. (2018, November 22). What does it mean to be literate in 2018? Keynote presentation at the Modelos y Practicas en Literacidad Conference, 3ra Edicion, Encuentro de Lecture, Escritura, Eschucha y Expresividad en la Education Superior, Guadalajara, MX.
Smagorinsky, P. (2018, October 6). First Literacies in the Mexican street mural culture. Keynote presentation at the Literacy and Social Justice Conference of the Literacy Association of South Africa, Port Elizabeth, ZA.
Smagorinsky, P. (2018, October 3). The contexts of literacy performance. Keynote presentation at the Language and Mathematics in the 21st century Conference, Cape Town, ZA.
Smagorinsky, P. (2018, June). Service-learning as an alternative to conventional field experiences in teacher education. Keynote presentation made at British Educational Research Association English in Education SIG conference, Researching for Social Justice and Educational Improvement, University of Bedfordshire, Bedford, UK.
Smagorinsky, P. (2018, June). Literacy teacher education: It's the context, stupid. Keynote presentation made at the So Many Voices, So Many Worlds conference hosted by the National Association of Teachers of English and International Federation for the Teaching of English, Birmingham, UK.
Smagorinsky, P. (2017, November). Los signos de la vida cotidiana: Su uso y significado. Keynote talk at the Literacidad y Vida Cotidiana, Universidad de Guadalajara, MX. Smagorinsky, P. (2017, June). Literacy and human rights. Keynote talk presented Lira Para Ser Más Humanos conference, Universidad de Guadalajara, MX. Smagorinsky, P. (2016, September). ¿Qué es Literacidad en el Siglo XXI? Keynote talk presented Lira Para Ser Más Humanos conference, Universidad de Guadalajara, MX. Smagorinsky, P. (2016, February). Conducting and constructing persuasive research. Keynote talk presented at the annual conference of the National Council of Teachers of English Assembly for Research, Ypsilanti, MI. 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. (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. Jump to Main Menu Smagorinsky, P. (2024, December 5). Cultural-historical frameworks for literacy development. Reading Hall of Fame Mentoring Session at the Literacy Research Association annual conference, Atlanta. Smagorinsky, P. (2024, October 14). Learning outside of school through Vygotsky. Presentation made at the Bridging Universities and Communities: A Binational Inquiry conference, University of Pennsylvania, Philadelphia. Smagorinsky, P. (2024, January). Literacidad y metodologia. Presentation made for the Innovacion Educativa, Liderazgo, y Literacidad conference, Guadalajara, MX [zoom]. Estrada Rebull, M. d. M., Gayol, Y., Janks, H., & Smagorinsky, P. (2023, October). Literacies and knowledge. Panel presentation at the Third Congreso Internacional de Literacidad, Universidad de Guadalajara [zoom and live]. Smagorinsky, P. (2022, March). Better ways to spend a school budget. Invited presentation for the National Superintendents Roundtable [zoom]. Smagorinsky, P. (2022, January). Vygotsky and defectology. Asia-Pacific CHAR Summer School [zoom]. Smagorinsky, P. (2021, November). Neurodiversity. Presentation at Doing Academia Differently: In Conversation with Neuroatypicality. University of the Western Cape, University of Missouri-Columbia, Ghent University [zoom]. Smagorinsky, P. (2021, November). Freire and Vygotsky. Presentation at the Freire And Vygotsky International Congress: Emancipatory Public Education, Universidade Federal de Santa Catarina Centro de Ciencias da Educacao, Brazil [zoom]. Smagorinsky, P. (2021, October). The creation of national cultures through education, and the inequities they produce. Presentation at the 2nd International Literacy Congress, Literacies: Innovating Education for Social Justice, Guadalajara, MX [zoom]. Smagorinsky, P. (2021, September). Vygotsky and education.Presentation at the International Seminar Language and Activity, Pontifical Catholic University of Sao Paulo, Brazil [zoom]. Skerrett, A., & Smagorinsky, P. (2021, February). Teaching literacy in troubled times: Identity, inquiry, and social action at the heart of instruction. Pre-conference workshop conducted at the Winter Conference of the Journal of Language and Literacy Education, Athens, GA. Ball, A., Guerra, J., Kinloch, V., Lee, C. D., Perry, T., & Smagorinsky, P. (2020, November). The history of Cultivating New Voices Among Scholars of Color. Presentation at the annual convention of the National Council of Teachers of English, Denver [zoom]. Compton-Lilly, C., Lewis-Ellison, T., Perry, K., & Smagorinsky, P. (2020, January). Restoring the edge to edgy ideas: Whitewashing the critical perspective from critical perspectives. Workshop conducted at the Journal of Language and Literacy Education Winter Conference, Athens, GA. Smagorinsky, P. (2019, February). Don't break that wall down yet; it might have a mural on it: Public art as community literacy. Workshop conducted at the Journal of Language and Literacy Education Winter Conference, Athens, GA.
Smagorinsky, P. (2016, November). La consolidacion de la investigacion mediante redes. Talk given at the 1er Encuentro de Lectura en la Educacion Superior: Lecture, Psicoanolisis y Cerebro conference, Guadalajara, MX.
Smagorinsky, P. (2016, November). Current theories in literacy education. Talk given at the 1er Encuentro de Lectura en la Educacion Superior: Lecture, Psicoanolisis y Cerebro conference, Guadalajara, MX.
Smagorinsky, P. (2016, April). Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance. Paper presented at the Regional meeting of the International Society for Cultural-historical and Activity Research, Quebec City, Quebec & Online [skype].
Smagorinsky, P. (2016, April). Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Smagorinsky, P. (2016, March). Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance. Paper presented at the College of Education at the University of North Georgia seminar series, Oakwood, GA & Online [skype].
Smagorinsky, P. (2016, February). Discussion, conversation, and dialogue: Applebee, Bakhtin, and speech in school. Paper presented at the annual conference of the National Council of Teachers of English Assembly for Research, Ypsilanti, MI.
Smagorinsky, P. (2016, February). Mentoring workshop. Session held at the annual conference of the National Council of Teachers of English Assembly for Research, Ypsilanti, MI.
Chin, B., & Smagorinsky, P. (2015, July). Applying and interviewing for English education positions. Session presented at the quadrennial International Federation of Teachers of English conference, Fordham University, Bronx, NY. Smagorinsky, P. (2015, March). Transparency in research: Messiness, rigor, and ethics in the conduct of writing research. Presentation made at the annual meeting of the Conference on College Composition and Communication, Tampa, FL.
McEwen, D. D., Sharma, A., Smagorinsky, P., & Thompson, K. F. (2014,
June 3). Service-learning Fellows on service-learning. Panel presented
at the Diving in: Campus Compact's Institute for New Community and Civic Engagement
Professionals Conference, Athens, GA.
Smagorinsky, P. (2014, April). Using literacy research for political
action. Panel given at the Writing and Literacies Special Interest Group
business meeting, presented at the annual conference of the American Educational
Research Association, Philadelphia.
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, CA
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. 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. (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, 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. (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, 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. Jump to Main Menu
Skerrett, A., & Smagorinsky, P. (2022, April). Keeping it 100: Teaching in times of crisis and other times too. Paper presented at the annual meeting of the American Educational Research Association, San Diego [zoom].
Bass, C., & Smagorinsky, P. (2020, November). A confluencia of voices with autistic (multi)cultures: Exploring resources and methods to recognize neurodiversity in the English Language Arts classroom. Presentation at the annual convention of the National Council of Teachers of English, Denver [zoom].
Smagorinsky, P. (2019, November). Neurodiversity in classrooms: An introduction. Presentation at the annual convention of the National Council of Teachers of English, Baltimore, MD. Bass, C., Richmond, K. J., Root, T., Rozema, R., Smagorinsky, P. (2018, November 17). Raising the autistic voice in the English Language Arts. Presentation at the annual convention of the National Council of Teachers of English, Houston, TX.
Smagorinsky, P. (2017, April). Reading literature, reading worlds: The equity opportunity. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Smagorinsky, P., & Johnson, L. L. (2017, April). Equitable education in a diverse society: Concept development in a university service-learning teacher education course. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX. Berchini, C., & Smagorinsky, P. (2016, November). Risk and reward in writing for the public. Roundtable led at the annual convention of the National Council of Teachers of English, Atlanta, GA. Smagorinsky, P. (2016, November). The social life of autism-spectrum youth, and the pernicious effects of deficit assumptions about their potential. Paper presented at the annual convention of the National Council of Teachers of English, Atlanta, GA.
Smagorinsky, P. (2016, November). Establishing a position as advocate in the mainstream media, or sticking your head in the lion’s mouth: It might smell bad in there, and it looks scary, but maybe you can get him to purr. Paper presented at the annual convention of the National Council of Teachers of English, Atlanta, GA.
Smagorinsky, P. (2016, November). Challenging current rhetoric: The knotty nature of teacher preparation. Paper presented at the annual convention of the National Council of Teachers of English, Atlanta, GA.
Smagorinsky, P. (2016, April). Toward a social understanding of mental health: An alternative perspective for educators, psychologists, and counselors. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Smagorinsky, P. (2016, April). Complicating the digital romance. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Smagorinsky, P. (2015, November). Healthy approaches for navigating the academy. Roundtable led at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). Longitudinal research on principled practices for teaching and learning literary argumentation in high school English language arts classrooms. Respondent at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). Multiple perspectives on schooling and argumentative writing: Shared knowledge and responsibilities. Keynote speech at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). Past, present, and future: Advocacy and NCTE . Paper presented at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). Ramon Veal Seminar. Mentoring program co-chair at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). Teaching beyond the classroom: Social media as teacher activism and professionalism . Roundtable led at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, November). The intersection of literacy, sport, culture, and society. Respondent at the annual convention of the National Council of Teachers of English, Minneapolis, MN.
Smagorinsky, P. (2015, July). Relationships and service-learning: Navigating the human landscape of classrooms and communities. Paper presented at the quadrennial International Federation of Teachers of English conference, Fordham University, Bronx, NY.
Smagorinsky, P., & Johnson, L. L. (2015, April). Distributed scaffolding in a service-learning in literacy education class. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Hallman, H., Pasternak, D., Renzi, L., Rush, L., & Smagorinsky, P. (2013, November). A new era: How English teacher preparation is changing in the twenty-first century. Paper presented at the annual fall convention of the National Council of Teachers of English, Boston.
Smagorinsky, P. (2013, November). Vygotsky in the twenty-first century. Paper presented at the annual fall convention of the National Council of Teachers of English, Boston.
Smagorinsky, P. (2013, November). Teachers writing as public advocates for our schools. Paper presented at the annual fall convention of the National Council of Teachers of English, Boston.
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. 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. Jump to Main Menu University-Sponsored Conferences and Symposia Gayol, Y., & Smagorinsky, P. (2023, April 24-26). Academic writing. Workshop for the faculty and students at the Universidad de Guadalajara, Mexico. Smagorinsky, P. (2019, September 22-24). Critical literacy across the curriculum. Three-day workshop at Prepa Tonala, MX, in conjunction with Letras para Volar. Smagorinsky, P. (2019, June 27-28). Participatory inquiry. Two-day workshop at the Week of Letras para Volar conference, Guadalajara, MX. Smagorinsky, P. (2018, October 16). Multilingualism from a semiotic perspective. Invited presentation, Multilingual Seminar Series, University of the Witwatersrand, Johannesburg, ZA. Smagorinsky, P. (2018, October 11). Methods of conducting social science research. Invited presentation for the faculty and graduate students of Nelson Mandela University, Port Elizabeth, ZA. Smagorinsky, P. (2018, October 9). Service-learning in literacy education: Possibilities for teaching and learning. Public lecture sponsored by The Department of English Language and Linguistics, Rhodes University, Grahamstown, ZA. Smagorinsky, P. (2018, October 8). Language matters. Invited presentation for the faculty and graduate students of Nelson Mandela University, Port Elizabeth, ZA. Smagorinsky, P. (2018, October 8). Methods of planning instruction. Invited presentation for the preservice teachers at Nelson Mandela University, Port Elizabeth, ZA. Smagorinsky, P. (2018, June). Designing a study of pedagogical concept development from a Vygotskian perspective. Invited presentation at the Researching Teacher Education: Equity and Social Justice Summer Workshop for Advanced Doctoral Students and Early Career Researchers. Centre for Innovation in Teacher Education and Development, King's College, London, UK. Smagorinsky, P. (2017, March). Vygotsky and the cultures of collaboration. Talk presented at the UGALLA Research Symposium, Cultures of Collaboration, Department of Lifelong Education, Administration, and Policy, The University of Georgia, Athens, GA. Smagorinsky, P. (2017, February). Toward a social understanding of mental health. Kirby-Greer Endowed Lecture sponsored by the Center for Language Acquisition at The Pennsylvania State University, State College, PA.
Smagorinsky, P. (2015, September). Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance. Talk presented at the Literacy Colloquy Fall 2015, Michigan State University, E. Lansing, MI. Smagorinsky, P. (2014, February). Recipe for a career in English ed: Blend theory, research, teaching, & service (quantities TBA). Teachers College, Columbia University Student-Faculty Reception, Dinner, & Symposium on Research in English Education, New York.
Smagorinsky, P. (2014, February). An evening with Peter Smagorinsky. East Side Institute for Group and Short Term Psychotherapy, New York.
Smagorinsky, P. (2013, April 10). Authentic teacher evaluation: A two-tiered process. Oehler Lecture presented at Virginia Commonwealth University, Richmond.
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. (2011, July). Vygotsky's views on art and emotion.
Presentation at Vygotsky, Pedagogy, English, Drama: A Research Symposium,
Oxford, U.K. 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. 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. (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, March). The composition of nonverbal texts. Invited presentation for the faculty and students of McGill University, Montreal. 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. (2014, February). Evaluating teachers. Plenary address to the Testing Our Patience: Gaining Clarity on Education Reforms in GA Conference, Lawrenceville, GA.
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. 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. Jump to Main Menu The University of Georgia Keynote/Plenary Addresses
Smagorinsky, P. (2013, October). Student life at The University of Georgia. Keynote talk delivered for parents and prospective students, Athens. 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. Smagorinsky, P. (2012, November). Comprehensive exams, prospectus, and
dissertation. Seminar held for the Language and Literacy Education Graduate
Organization, Athens. Community Forums
Smagorinsky, P. 2022, April). Monthly gathering. Panel presentation with Coming to the Table. [zoom] Smagorinsky, P. (2014, March). At the core of the Core. Panel presentation at community forum on the Common Core State Standards, Braselton, GA.
Smagorinsky, P. (2014, February). Teacher assessment. Panel presentation made at the Testing our Patience Forum, Lawrenceville, GA. Jump to Main Menu Grants
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) 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: $750 Faculty Research Grant
E-Mail: smago@uga.edu
Social Security #: @#$-&%-@*&^
1977 M.A.T. English Education, University
of Chicago
1974 B.A. English Literature, Kenyon College (Gambier, OH)
1968-1970 Princeton High School (Princeton, NJ)
1966-1968 T. A. Edison High School (Fairfax County,
VA)
1965-1966 Ascension Academy (Alexandria, VA) (now St. Stephens/St.Agnes Middle
School)
1964-1965 Mark Twain Junior High School (Fairfax
County, VA)
1963-1964 Wilton Woods Elementary School (Fairfax County, VA) (now an administrative
building)
1959-1963 Rose Hill Elementary School (Fairfax
County, VA)
1958-1959 Chichester School (Fairfax County, VA)
University
Universidad de Guadalajara, Jalisco, Mexico
2011-2020: Distinguished Research Professor
Department of Language and Literacy
Education,
College of Education,
The University of
Georgia
2001-2011: Professor
Department of Language and Literacy
Education,
College of Education,
The University of
Georgia
Department of Language Education,
College of Education,
The University of
Georgia
1995-1998: Associate Professor (early tenure, 1995)
College of Education,
University of
Oklahoma
1990-1995: Assistant Professor
College of Education,
University of
Oklahoma
1978-1985: English Teacher, Barrington
High School (IL)
1977-1978: English Teacher, Westmont High School
(IL)
1977: Student Teacher, Martin Luther King, Jr., High School
(Chicago, IL)
1976-1977: English Teacher, Pilot Enrichment
Program/Upward Bound (Chicago, IL)
Editing | Chairing
2012-2020: Faculty advisor, Journal
of Language and Literacy Education
Book Publishers Series
Routledge Library of Key Thinkers in English in Education and the Language Arts
American Journal of Education (1994-1997)
Critical Studies in Teaching and Learning (2013-present)
Education at Versita [De Gruyter subsidiary] Open Access Books program [2013-present]
Educational Researcher (2007-2009)
English Teaching: Practice and Critique (2011-present)
Journal of Educational Research and Practice (2011-present)
Journal of Literacy Research (2014-present)
Journal of Pedagogical Research (2017-present)
Journal of Teacher Education (2013-present)
L1 - Educational Studies in Language and Literature (2000-present)
Language Arts (2015-present)
News of the Weird (Oklahoma Bureau Chief, 1993-1998; Board of Editorial Advisors, 2013-2017)
The Open Communication Journal (2007-present)
Ought: The Journal of Autistic Culture (2019-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; 2012-2015)
Taboo: The Journal of Culture and Education (2017-present)
Writing and Pedagogy (2021-present)
Written Communication (1995-1999; 2003-present)
National
2003-2009: Chair, Research Forum of the National Council of
Teachers of English
2000-2003: Chair, Research Foundation of
the National Council of Teachers of English
2001: President, National Conference on Research
in Language and Literacy
1995-1996: Chair, National Council of Teachers
of English Standing Committee on Research
1996: Co-Chair, National Council of Teachers
of English Assembly for Research
1996: Co-Chair, Vygotsky Centennial: Vygotskian
Perspectives on Literacy Research (International Conference, Chicago, IL)
1993-1995: Chair, Steve
Cahir Award for Research on Writing, Special Interest Group in Writing of
the American Educational Research Association
1997-1998: Chair, Research Council, University of Oklahoma
Career Achievement | Career Publication Achievement | Individual Publications Winner | Individual Publications Runnerup | Global Citation Rank | Teaching | Service | Fellow or Trustee | Who's Who
National or International
2017: National Council of Teachers of English Distinguished Service Award
National or International
2023: Elected to the National Academy of Education
2023:AERA Cultural Historical Research SIG Lifetime Contribution to Cultural-Historical Research Award, which acknowledges the contribution of one person, over the course of their career, to the Cultural-Historical Research field as reflected in foundational books, series of publications, lectures, conference presentations, grants, speeches, and important engagement with the field broadly speaking including outreach and service.
2018: International Federation for the Teaching of English Award for making internationally distinguished contributions to scholarship in the field of English in Education
2018: Senior Career Distinguished Scholar Award (one of three in inaugural group) of the National Conference on Research in Language and Literacy recognizing "deserving members of NCRLL whose work has made major contributions to language and literacy research"
2014: Steve Witte Award from the Special Interest Group
in Writing and Literacies of the American Educational Research Association, presented to a senior scholar who has made significant contributions to research in the area of writing and literacies through a particular academic work or body of work that has contributed significantly to scholarship in the area of writing and literacies.
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.
1999: Raymond B. Cattell Early Career Award for Programmatic Research presented by the American Educational Research
Association to recognize the scholar who has conducted the most distinguished program of cumulative educational research in any field of educational inquiry within the first decade following receipt of their doctoral degree
National or International
2013: National Council of Teachers of English David H. Russell Research Award for Distinguished Research in the Teaching of English for an outstanding work of scholarship or research in language, literature, rhetoric, or pedagogy and learning, published during the previous five years, presented for Vygotsky and literacy research: A methodological framework.
2009: Edward
B. Fry Book Award, awarded by the National Reading Conference (now Literacy Research Association) 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.
2008: Association
of Teacher Educators Distinguished Research Award, presented for "Student Engagement in the Teaching and Learning of Grammar: A Case Study of an Early Career Secondary English Teacher"
2003: Janet
Emig Award for the article published in English Education that most
contributes to the field's thinking about English teacher education and most
informs the field's research. Presented by the National Council of Teachers of English's Conference on English Education for "Acquiescence, accommodation, and resistance in learning to teach within a prescribed curriculum"
1991: Steve
Cahir Award for Research in Writing (top dissertation award) presented by the Special Interest Group
in Writing of the American Educational Research
Association
2021: Runner Up, United Kingdom Literacy Association Academic Book Award for Developing culturally and historical sensitive teacher education: Global lessons from a literacy education program. London: Bloomsbury.
2000: Runner Up, Edwin
M. Hopkins Award for the top article by non-K-12 authors in English Journal,
presented by the National Council of Teachers of English,
for "Revising Ophelia: Rethinking questions of gender and power in school"
1989: Runner Up, English Journal Writing Award for best article by a K-12 author in English Journal, presented by the National Council of Teachers of English as one of the year's top two articles, for "Small groups: A new dimension in learning"
2021: Listed among top 2% of "hard" and social scientists worldwide in citational impact
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
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)
1998-present: Fellow of the National Conference on Research
in Language and Literacy
1997-2000: Trustee, Research Foundation of
the National Council of Teachers of English
1999 and subsequent editions: Who's Who in the South and Southwest
2000 and subsequent editions: Who's Who in America
2001 and subsequent editions: Who's Who in the World
2019 and subsequent editions: Who's Who Albert Nelson Marquis Lifetime Achievement Award
Affluence | Arts, Music & Theater | Censorship | Conditions of Teaching | Culture of Schools | Emotions | Funding | Gender | Great GA Teachers | Great GA Leaders | Health | Higher Education | Media | Neurodiversity | Policy | Political Correctness | Process of Education | Public Writing | Relationships | School Violence | Scripted Curricula | Students | Teacher Evaluation | Teaching Profession | Testing
Fiction and Satire
Smagorinsky, P. (1979). Violence in football. English Today, 5, 62-65.
Smagorinsky, P. (1979). Violence in football. English Today, 4, 70-73.
Smagorinsky, P. (1979). Fast food cookies. English Today, 3, 64-68.
Smagorinsky, P. (1979). Sex on television. English Today, 2, 40-44.
Smagorinsky, P. (1979). Condominiums. English Today, 1, 36-44.
Smagorinsky, P. (1978). More superlatives in sports. English Today, 12, 44-50.
Smagorinsky, P. (1978). Superlatives in sports. English Today, 11, 46-51.
Smagorinsky, P. (1978). Saturday Night Fever. English Today, 10, 61-65.
Smagorinsky, P. (1978). Malpractice suits. English Today, 9, 40-44.
Smagorinsky, P. (1978). PCP. English Today, 8, 50-54.
Smagorinsky, P. (1978). Posthumous musical celebrity. English Today, 7, 38-42.
Smagorinsky, P. (1978). Media sports. English Today, 6, 54-59.
Smagorinsky, P. (1978). Problems in American education. English Today, 5, 54-58.
Smagorinsky, P. (1978). Unmarried mates. English Today, 4, 66-70.
Smagorinsky, P. (1978). Reverse discrimination. English Today, 3, 34-38.
Smagorinsky, P. (1978). Running. English Today, 2, 62-71.
Smagorinsky, P. (1978). Youth crime. English Today, 1, 43-47.
Smagorinsky, P. (1977). Teenage pregnancies. English Today, 12, 69-73.
Smagorinsky, P. (1977). Two career parenting. English Today, 11, 48-73.
Smagorinsky, P. (1977). Dietary trends: Yogurt and fiber. English Today, 10, 13-18.
Smagorinsky, P. (1977). Solar energy. English Today, 9, 56-60.
Smagorinsky, P. (1977). American education: Back to basics. English Today, 8, 33-38.
Smagorinsky, P. (1977). Marijuana use in the U.S. English Today, 7, 23-26.
Smagorinsky, P. (1977). Disco and punk. English Today, 5, 48-52.
Smagorinsky, P. (1977). Perm & rag. English Today, 4, 48-52.
Smagorinsky, P. (1977). CB radios. English Today, 2, 23-26.
Smagorinsky, P. (1976). New music in U.S. English Today, 12, 63-66.
National/International Conferences: Chair | National/International Conferences: Planning Committee | National/International Conferences: Keynote/Plenary Speaker | National/International Conferences: Invited Presentations | National/International Conferences: Refereed Presentations | University-Sponsored Conferences and Symposia | State/Regional Conferences Keynote/Plenary Addresses | State/Regional Conferences Presentations | UGA Conference Keynote Presentations | UGA Conference Presentations | Community Forums
Smagorinsky, P. (2018, November 17). The community context for literacies and their practice: Mural art in Guadalajara as First Literacies. Invited talk made at the annual convention of the National Council of Teachers of English, Houston, TX.
Smagorinsky, P. (2018, October 6). A structured process approach to teaching writing genres through everyday materials. Workshop presented at the Literacy and Social Justice Conference of the Literacy Association of South Africa, Port Elizabeth, ZA.
Smagorinsky, P. (2018, October 4). First Literacies in schools and communities. Presentation at the Language and Mathematics in the 21st century Conference, Cape Town, ZA.
Smagorinsky, P. (2018, October 3). Home, community, and school in literacy education. Presentation at the Language and Mathematics in the 21st century Conference, ZA.
Smagorinsky, P. et al. (2017, November). Our family gathering: A conversation with students and educators. Panel presented at the annual meeting of the National Council of Teachers of English, St. Louis, MO.
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.
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.
Presentations
