Dr. Monica Taylor

Profile

Secondary and Special Education

Dr. Monica Taylor

Office: University Hall 2142
Phone: (973) 655-6952
Email: taylorm@mail.montclair.edu

           Monica Taylor headshot

Monica Taylor is an associate professor at Montclair State University of New Jersey in the Department of Curriculum and Teaching. She is the lead faculty in the secondary strand of the Newark Montclair Urban Teacher Residency. She earned her doctorate in Language, Reading, and Culture from the University of Arizona. She previously taught French and Spanish in an alternative middle school in NYC. She is the author of several articles on co/autoethnography, teacher leadership, inquiry and social justice and she published a book about whole language teaching with Peter Lang.

 

Degrees

  • Ph.D. University of Arizona
  • M.S. City College of New York
  • B.A. University of Pennsylvania

 

Career Appointments

 No information available


 

Publications

Monica Taylor headshot

Resume/CV

Monica Taylor is an associate professor at Montclair State University of New Jersey in the Department of Curriculum and Teaching. She is the lead faculty in the secondary strand of the Newark Montclair Urban Teacher Residency. 

Read Dr. Taylor's Resume/CV

Published:

Maloney, D., Moore, T. & Taylor, M. (2011). Grassroots growth: The evolution of a teacher study group. Journal of Staff Development, 32 (5), 46-49.

Refereed Journal Articles:

Klein, E. J., Taylor, M., Onore, C., Strom, K., Abrams, L. W. (In press.). Finding a third space in teacher education: Creating the MSU/NPS urban teacher residency.
Teaching education.

Taylor, M., Goeke, J., Klein, E., Onore, C. & Geist, K. (2011). Changing Leadership: Teachers Lead The Way For Schools That Learn. Journal of Teaching and Teacher Education 27, 920-929.

Maloney, D. & Taylor, M. (2010). How Can We Motivate High School Seniors in an English Class? Talking Points 22(1), 20-27.

Onore, C., Goeke, J., Taylor, M., Klein, E.J. (Summer 2009). Teacher leadership:  Amplifying teachers’ voices. Academic Education Quarterly, 13(2), 78-83.

Taylor, M. & Otinsky, G. (2007). Becoming whole language teachers and social justice agents:  Pre-service teachers inquire with sixth graders. International Journal of Progressive Education, 3(2) 59-71.

Taylor, M. & Otinsky, G. (2006). Embarking on the road to authentic engagement:  Investigating racism through interactive learning centers. Voices from the Middle, 14(1) 36-48.

Coia, L. & Taylor, M. (2003). Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor. National Reading Conference Yearbook, 2001, (pp. 142-153). O  Oak Creek, WI: National Reading Conference, Inc.

Taylor, M., Coia, L., Gallassio, V., Giavannonne, J., Levanthal, A., Olah, D.,  & Premus, M. (2002). A pinch of old, a dash of new: Teachers blending their autobiographical voices. Penn GSE: Perspectives on Urban Education, Summer, 2002.

Taylor, M. (1997). Identity exploration through multiple sign systems: A case study of Sylvia.  Arizona English Bulletin, 39 (2), 15-19.

Taylor, M. & Fox, D. L. (1996). Valuing cultural diversity. English Journal, 85 (8), 87-90.

Edited Book:
Taylor, M. (Ed.) (2007). Whole language teaching, whole hearted practice: Looking back, looking ahead. New York: Peter Lang.

Peer Reviewed Chapters:

Coia, L. & Taylor, M. (2009). Co/autoethnography: Exploring our teaching selves collaboratively. In D. Tidwell, L. Hamilton, & M. Heston (Eds.), Research methods for the self-study of practice. Dordrecht, The Netherlands: Springer Press.

Taylor, M. & Coia, L. (2009). Co/autoethnography: Investigating teachers in relation. In C. Lassonde, S. Gallman & C. Kosnik (Eds.), Self-Study research methodologies for teacher educators. Rotterdam, The Netherlands: Sensepublishers.

Taylor, M. & Otinsky, G. (2008). Preservice teachers and sixth graders explore social justice as a community of inquiry. In A. Samaras, C. Beck, A. Freese, & C. Kosnik (Eds), Learning communities in practice. Dordrecht, The Netherlands: Springer Press.

Coia, L. & Taylor, M. (2007). From the inside out and from the outside in: Co/autoethnography as a means of professional renewal. In C. Kosnik, C. Beck, A. R.  Freese & A. P. Samaras (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal (pp. 19-33). Dordrecht, The Netherlands: Kluwer Press.

Taylor, M. & Coia, L. (2006). Revisiting feminist authority through a co/autoethnographic lens. In D. Tidwell & L. Fitzgerald (Eds.), Self-study research and issues of diversity (pp. 51-70). Rotterdam: SensePublishers.

Chapters:
Taylor, M. & Otinsky, G. (2007). What does social justice have to do with us? Sixth graders and pre-service teachers inquire collaboratively. In R. A. Goldstein (Ed.) Useful Theory: Making critical education practical (pp. 65-81).New York: Peter Lang.

Taylor, M. & Otinsky, G. (2007). Whole language is about social justice. In M. Taylor (Ed.), Whole language teaching, whole hearted practice: Looking back, looking ahead. New York: Peter Lang.

Taylor, M. & Coia, L. (2006). Complicating our identities as urban teachers: A co/autoethnography.In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, and K. Hayes (Eds.), Urban Education: An Encyclopedia (pp. 273-281). New York: Greenwood Press.

Monograph:
Taylor, M. & Otinsky, G. (2007). Finding their social justice lens: Pre-service teachers inquire alongside sixth graders. Democracy and civic engagement: Implications for teacher preparation and a national agenda for inquiry. Washington, D.C.: American Association of State Colleges and Universities.

Peer-Reviewed Conference Proceedings:

Taylor, M. & Coia, L. (2012). What do you mean you’re a feminist? A co/autoethnographic self-study of feminist pedagogy. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.

Taylor, M., Abrams, L., Klein, E., Wray, S., Strom, K., Cordero, E., Silva, J. , Famularo/Blazquez, T., Scipio, M., Scott, K., Panitch, A., Romney, W., Brown, C., Barzaga, B., Mooney, E., Rozek, T., Lidman, L., Abreu, I., Monteiro, A., Rincon, R.. (2012). Shape Shifting or Becoming Third Space Teacher Educators?: A Co/Autoethnographic Self-Study of Mentors and Faculty. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.  

Tidwell, D., Farrell, J., Brown, N., Taylor, M., Coia, L., Abihanna, R., Abrams, L., Dacey, C., Dauplaise, J., & Strom, K. (2012). Presidential session: The transformative nature of self-study. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.  

Abrams, L. W., Strom, K., Abihanna, R., Dacey, C., Dauplaise, J., Taylor, M. (2012). “I am what I am not yet”: Becoming Teacher Educators and Change Agents. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.  

Taylor, M. & Coia, L. (2010). Beyond classroom walls: Using self-study to understand our roles as educational researchers in schools. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the 8th International Conference on Self-Study of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England (pp. 253-256).
Provo, UT: Brigham Young University.

Taylor, M., Coia, L., Hopper, T., Sanford, K., Smolin, L., & Crafton, L. (2006). Making collaboration explicit in self-study research in teacher education. In L. M. Fitzgerald, M. L. Heston, D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the Sixth International Conference on Self-Study of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England (pp. 247-251). Cedar Falls, IA: University of Northern Iowa.

Coia, L. & Taylor, M. (2006). Moving closer: Approaching educational research  through a co/autoethnographic lens. In L. M. Fitzgerald, M. L. Heston, D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the Sixth International Conference on Self-Study of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England (pp. 59-62). Cedar Falls, IA: University of Northern Iowa.

Coia, L. & Taylor, M. (2004). What is at risk here? Recasting feminist authority through the lens of the past. In D. L. Tidwell, L. M. Fitzgerald, & M. L. Heston (Eds.), Journeys of hope: Risking self-study in a diverse world.  Proceedings of the Fifth International Conference on Self-Study of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England (pp. 59-62). Cedar Falls, IA: University of Northern Iowa.

Coia, L. & Taylor, M. (2002).Autobiography and community: An exploration of the use of autobiographical reflection by and with teachers. In C. Kosnik, A. Samaras, A. Freese (Eds), Making a Difference in Teacher Education Through Self Study.  Conference Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practices, Herstmonceaux Castle, East Sussex, England. Toronto, Canada: OISE, University of Toronto.

ERIC Documents:
Taylor, M. & Coia, L. (2001). Future perfect: Reflecting through personal narrative. ERIC ED 456457.

Johnson, H., Freedman, L., Taylor, M., & Fallona, C. (1997). The subject/object dilemma in gender and literacy research: Self disclosure and its analysis. ERIC ED 416449.

Works in Progress:

Taylor, M. & Coia, L. (Revised and resubmitted). Living feminist pedagogy: A
co/autoethnography. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices.

Klein, E.J., Taylor, M., Abrams, L., Monteiro, K., Romney, W., Scipio, M. Diaz, A., Dunn, B., Poole, S. (under reviews). Making the leap to teacher: Pre-service residents, faculty and school mentors taking on action research together in an urban teacher residency program. Submitted to Networks: An online journal for teacher research.

Taylor, M., Klein, E.J., Onore, C. Strom, K., Abrams, L. (in preparation). The praxis of inquiry: Case studies of a year in the third space of an urban teacher residency program.

Taylor, M., Abrams, L. Klein, E.J., Wray, S. (in preparation) Shape Shifting or Becoming Third Space Teacher Educators?: A Co/Autoethnographic Self-Study of Mentors and Faculty.

Taylor, M. (Under review). Book Proposal. Playhouse. 

 

Presentations

Refereed Scholarly Presentations

Taylor, M., Abrams, L.,  Klein, E., Wray, S., Strom, K., Cordero, E., Silva, J. Famularo/Blazquez, T., Scipio, M., Scott, K., Panitch, A., Romney, W., Brown, C., Barzaga, B., Mooney, E., Rozek, T., Lidman, L., Abreu, I., Monteiro, A., Rincon, R.. Shape Shifting or Becoming Third Space Teacher Educators?: A Co/Autoethnographic Self-Study of Mentors and Faculty. Paper accepted to be presented at the 9th International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England. 
Taylor, M. & Coia, L. What do you mean you’re a feminist? A co/autoethnographic self-study of feminist pedagogy. Paper accepted to be presented at the 9th International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England.
Abrams, L. W., Strom, K., Abihanna, R., Dacey, C., Dauplaise, J., Taylor, M. “I am what I am not yet”: Becoming Teacher Educators and Change Agents. Paper accepted to be presented at the 9th International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England. 
Taylor, M., Klein, E. J., Strom, K., & Abrams, L. A year in the third space: The praxis of inquiry.  In Taylor, M. & Strom, K. (Chairs). Urban teacher residencies, year one: Looking across models and contexts.Symposium for the American Educational Research Association, Vancouver, Canada.
Abrams, L. Taylor, M. Klein, E. J., & Romney, W. Shape Shifting or Becoming Third Space Teacher Educators?: A Co/Autoethnographic Self-Study of Mentors and Faculty. Paperpresented at the 2012 Penn Urban Ethnography Conference, Philadelphia, PA.
Strom, K., Taylor, M., Klein, E. J., & Abrams, L. W. The praxis of inquiry: Teacher education in the third space.  Paperpresented at the 2012 Penn Urban Ethnography Conference, Philadelphia, PA.
Abrams, L. W., Strom, K., Abihanna, R., Dacey, C., Dauplaise, J., Taylor, M. “I am what I am not yet”: Becoming Teacher Educators and Change.  Paper presented at the 2012 Penn Urban Ethnography Conference, Philadelphia, PA.
Taylor, M. , Klein, E., Monteiro, K., Cuellari, R. & Strom, K. The Newark Montclair Urban Teacher Residency Program: Opening a Third Space to Promote Quality Education for All.Paper presented at the National Network for Educational Renewal Conference, Hartford, CT.
Klein, E. J., Taylor, M, & Onore, C. Re-imagining teacher preparation: Apprenticing effective math and science teachers in an urban teacher residency. In A.S. Mungal (Chair). Pathways toward the future: The promise of innovative teacher education and pre-service preparation programs. Symposium presented at the meeting of the American Educational Research Association, New Orleans, LA.
Taylor, M. Onore, C., Klein, E. J., & Strom K.Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools.In S. Dickstein (Chair).Developing and Sustaining UTRs: How Do We Provide Effective Preparation Experiences and Build Resident Efficacy? Symposium presented at the meeting of the American Educational Research Association, New Orleans, LA. 
Developing an Urban Teacher Residency in Dynamic Times and Spaces: The MSU/NPS UTR as a Third Space in Teacher Education.Presented a paper at the 2011 Penn Urban Ethnography Conference, Philadelphia, PA.
Being one’s self in a research relationship: Using co/autoethnography to understand relationships in the field. Paper presented at the 2011 Penn Urban Ethnography Conference, Philadelphia, PA.
The Power of voice: Teaching reading and writing as tools for social change. Panel of papers presented at the National Council for Teachers of English Conference, Orlando, Florida.
Beyond classroom walls: Using self-study to understand our roles as educational researchers in schools. Paper presented at the 8th International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England. 
Changing leadership: Teachers lead the way for schools to learn. Paper presented at the American Educational Research Association Conference, Denver, CO.
Finding One’s Voice as a Teacher Leader: Reading Between the Lines through 
Action Research and Self-Study. Paper presented at the National Council for Teachers of English Conference, Philadelphia, PA.
Why Is Our Community So Polluted?: Second Graders Read Between the Lines. 
Paper presented at the National Council for Teachers of English Conference, Philadelphia, PA.
Finding Our Voices as Teacher Leaders Through Action Research and Self-
Study.Paper presented at the National Network for Educational Renewal Conference, Seattle, WA.
Investigating Environmental Racism in Hunts Point: First Graders Engage in Community Inquiry. Paper presented at the Montclair State University Advance, sponsored by the MSUNER, Montclair State University, Montclair, NJ.
Generating Literacy and Inquiry Grounded in the Lives of First Graders from the South Bronx. Paper presented at the National Council for Teachers of English, San Antonio, TX.
Grounding Literacy Inquiries in the Lives of First Graders. Paper presented at the Whole Language Umbrella Conference, Tucson, AZ.
Becoming Social Justice Agents: Pre-Service Teachers Inquire with Sixth Graders
Pre-Service Teachers’ Reflections. Paper presented at the Whole Language Umbrella Conference, Louisville, KY.
Am I being fair to you? Paper presented at the 2007 AERA conference with 
Lesley Coia. Chicago, Il.
Sixth Graders and Pre-Service Teachers Explore Issues of Social Justice through Collaborative Inquiry. Paper presented at the 2007 University of Pennsylvania Urban Ethnography Conference. Philadelphia, PA.
Making collaboration explicit in self-study research in teacher education. Paper presented at the Sixth International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England. 
Moving closer: Approaching educational research through a co/autoethnographic lens.Paper presented at the Sixth International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England. 
Whole language teaching as social justice practice: Looking back, looking  forward. Paper presented at the National Council for Teachers of English Conference, Pittsburgh, PA.
Marinating Sixth Graders and Pre-Service Teachers as Social Justice Activists: 
Creating Long Term Collaborative Communities of Inquiry.  Paper presented at the National Network for Educational Renewal, Myrtle Beach, South Carolina.
Whole Language Teaching is Whole Hearted Activism. Paper presented at the Whole Language Umbrella Conference of the National Council for Teachers of English San Diego, CA.
What Does Social Justice Have To Do With Us?: Constructing an Inquiry Community of Sixth Graders and Pre-Service Teachers .Paper presentedat the New Jersey Network for Educational Renewal Summer Conference with Gennifer Otinsky, Montclair, NJ.
Self-Study Research in Teacher Education as a Basis for Personal, Professional, and Program Development. Paper presented at 2005 American Education Research Association conference with Lesley Coia, Montreal, Canada.
PDS As A Collaborative Community of Inquiry: Multi-Level Scaffolding to 
Promote Social Consciousness.  Paper presented at the 2005 Professional Development Schools National Conference with Gennifer Otinsky, Orlando, FL.
From Hecklebush to teaching: Finding voice through collaboration.  Paper presented at the 2005 University of Pennsylvania Urban Ethnography Conference with Lesley Coia, Philadelphia, PA.
Nurturing agents of change: Pre-service teachers and sixth graders explore racism collaboratively through inquiry.  Paper presented at the 2005 American Association for Colleges of Teacher Education, Washington D.C..
Examining racism with fresh eyes: Sixth graders and pre-service teachers scaffold together to become agents of change. Paper presented at the 2004 National Reading Conference with Gennifer Otinsky, San Antonio, TX. 10/04   Becoming a change agent is a joint venture: Sixth graders and pre-service teachers examine racism as a vehicle for nurturing citizenship.Paper presented at the 2004 National Network for Educational Renewal Conference, St. Louis, MO.
What is at risk here? Recasting feminist authority through the lens of the past. Paper presented at the Fifth International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association, East Sussex, England.
Self reflection as collaborative inquiry: Sixth graders and pre-service teachers examine relevant  issues of social justice.Paper presented at the 2004 American Education Research Association conference, San Diego, CA.
Asking our own questions: PDS as a site for multi-layered inquiry.  Paper presented at the 2004 Professional Development Schools National Conference with Gennifer Otinsky, Orlando, FL.
What does it mean to teach? An autoethnographic study of issues of authority and gender in three educators’ classrooms. Paper presented at the University of Pennsylvania Urban Ethnography Conference with Lesley Coia, Philadelphia, PA.
Inquiring minds want to know: Professional development schools as collaborative communities of inquiry.  Paper presented at the University of Pennsylvania Urban Ethnography Conference with Isabella D’Agostino, Philadelphia, PA.
What does social justice have to do with us?: Constructing an inquiry community of sixth graders and pre-service teachers. Paper presented at the National Reading Conference with Gennifer Otinsky, Scottsdale, AZ.
Collaboration is contagious: Facilitating inquiry partnerships between sixth graders and pre-service teachers.  Paper presented at the National Council for Teachers of English with Gennifer Otinsky, San Francisco, CA.
Urban child left behind: Teachers respond.Paper presented at the National Reading Conference , Miami, Florida.
Constructing our collaborative autobiographies in tandem: Writing our lives along side our students. Paper presented at the National Council for Teachers of English Conference with Lesley Coia, Atlanta, Georgia.
Autobiographical research: Issues arising from being the researcher and the researched in a democratic community.  Paper presented at the National Network for Educational Renewal, Parsippany, New Jersey.
Autobiography and community: An exploration of the use of autobiographical reflection by and with teachers. Paper presented at the Fourth International Conference on Self Study of Teacher Education Practices, a Special Interest Group of the American Educational Research Association by Lesley Coia, East Sussex, England. 
Cycling through the Lives of Teachers: Reflection and Change through Personal Narratives. Paper presented at the National Council for Teachers of English Spring Conference with Lesley Coia, Portland, Oregon.
What do we mean when we say “teacher”? Reorganizing the personal through collaborative writing. Symposium Participants: Lesley Coia, Monica Taylor, Vinni Gallassio, Dave Olah, Maria Premus, Jeanine Giovannone, & Allison Leventhal.  The Urban Ethnography Conference, Philadelphia, Pennsylvania.
From Flies on the Wall to Eggs in the Batter. The Urban Ethnography Conference, Philadelphia, Pennsylvania.
Writing Teaching Autobiographies as a Social Endeavor. Paper presented at the National Reading Conference with Lesley Coia, San Antonio, Texas.
Future Perfect: Recreating the Classroom through Personal Narratives. Paper presented at the National Conference for Teachers of English with Lesley Coia, Baltimore, Maryland.
The Life Cycles of Teachers: Reflecting through Personal Narrative.  Paper presented at the Kappa Delta Pi Convocation with Lesley Coia, Orlando, Florida.
Multiple Level Collaboration: Team Teaching in a Fourth Grade Classroom. Paper presented at the Kappa Delta Pi Convocation, Orlando, Florida.
Future Perfect: Reflecting through Personal Narrative.  Paper presented at the United Kingdom Reading Association with Lesley Coia, Canterbury, England.
Future Perfect: Personal Narrative as a Way of Seeing.  Paper presented at the European Conference for Reading with Lesley Coia, Dublin, Ireland.
Formalizing the Informal: Working Collaboratively in Professional Settings.  Paper presented at the Spring Conference of the New York State Association of Teacher Educators and the New York State Association of Colleges for Teacher Education with Lesley Coia, Wagner College student teachers, at Petrides cooperating teachers, Albany, New York.
Developing Perspectives in a Diverse World: A Multiple Literacies Workshop. Paper presented at the New Jersey Reading Association Spring Conference with Diane Porat, Parsippany, New Jersey.
Creating Partnerships: Connecting through Teamwork. Paper presented at the Spring Conference of the New York State Association of Teacher Educators and the New York State Association of Colleges for Teacher Education with Diane Porat, Albany, New York.  
Gender, Ethnicity, and Class: Modes of Creating Identity. National Council for Teachers of English Spring Convention, Albuquerque, NM.
Gender and Literacy: A Self-Study of Educators’ Beliefs and Knowledge. National Council for Teachers of English Spring Convention, Albuquerque, NM.
Case Study Research in Adolescent Language and Literacy: Gender,Identity, and  Multiple Ways of Knowing. National Reading Conference, Scottsdale, AZ.
Adolescent Language and Literacy: Identity Exploration through Multiple Sign Systems.  National Council of Teachers of English Fall Convention, Detroit, MI.
The Subject/Object Dilemma in Gender and Literacy Research.  National Reading Conference, Charleston, SC.
Exploring Cultural “Texts”: Case Studies of Students and Teachers in Multicultural Classrooms.  National Council of Teachers of English Fall Convention, Chicago, IL.
Joining the Professional Conversation: Writing for Publication. National Council of Teachers of English Southwest Regional Conference, Phoenix, AZ.
Content Area Literacy in a Changing World: Theoretical and Practical Possibilities. International Reading Association’s 16th World Congress on Reading, Prague, Czech Republic.
Gender and Literacy: Representations of Educators’ Beliefs and Knowledge. National Reading Conference, New Orleans, LA.
Gender and Literacy: A Case Study of Educators’ Beliefs and Knowledge.Ethnography in Education and Research Forum, Center for Urban Ethnography, University of Pennsylvania, Philadelphia, PA.

 

Service

Professional Association Memberships

  • National Council for Teachers of English
  • AERA 
  • AERA Self Study SIG 
  • National Reading Conference 
  • Kappa Delta Pi

Reviewer for the following professional journals

  • Teaching and Teacher Education
  • Studying Teacher Education

Other Types of Reviews

  • Wadsworth Publishing, Text Reviews
  • Conference Proposals, AERA 
  • Conference Proposals, AERA Self Study SIG

Work with Schools

  • Lead Faculty for the secondary Math/Science cohort of the Newark Montclair Urban Teacher Residency Program:
  • Develop innovative UTR curriculum 
  • Involvement in resident admissions, school and mentor selection, and induction support 
  • Oversee instruction and observation of residents and the integration a variety of resource faculty 
  • Support mentors as they conduct action research 
  • Partner with UTR schools in Newark to develop sustainable change 
  • Collaboratively work with UTR faculty on research and publications

Work With Schools and Other Agencies

  • Grover Cleveland Middle School - As PDS partnership liaison, some of the activities in which I am involved include:
  • Teaching courses such as ET/PL and Intermediate Field onsite
  • Organizing professional development opportunities for teachers
  • Teaching grad courses on site for teachers
  • Working on collaborative inquiry projects with MSU and GCMS students to explore issues of social justice such as racism and authority
  • Developing social justice interdisciplinary (art, language arts, social studies) curriculum

 

Awards


MSU Network for Educational Renewal Teacher Study Group Grant                                   
Study Group Title: Mentoring   $500.00. Funded
MSU Network for Educational Renewal Teacher Study Group Grant                                     
Study Group Title: Teacher Leadership     $500.00. Funded
Richard C. Clark Partnership Award, National Network for Educational Renewal, Seattle, WA
Nominee, National Graduate Teaching Award, Montclair State University, Montclair, NJ
Inquiry Project Grant, $4,800.00, New Jersey Network for Educational Renewal, Montclair State University, Montclair, NJ
Advisor Recognition Leadership Award, Wagner College, Staten Island, NY
Nominee, Outstanding Graduate Associate Teaching Award, College of Education, University of Arizona, Tucson, AZ.
Nominee, Outstanding Graduate Associate Teaching Award, College of Education, University of Arizona, Tucson, AZ.
Graduate Tuition Scholarship, $4,056.00. Department of Language, Reading, and   Culture, College of Education, University of Arizona, Tucson, AZ.
Graduate Registration Scholarship, $1,884.00. Department of Language,    Reading, and Culture, College of Education, University of Arizona, Tucson, AZ.
Graduate Tuition Scholarship, $4,056.00.  Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, AZ.
Graduate Tuition Scholarship, $4,056.00.  Department of Language, Reading, and   Culture, College of Education, University of Arizona, Tucson, AZ.
Taylor, M. & Taylor, L. Linking the Community.  Co-proposed and received a 
two year grant at Lincoln Academy, $10,000.  Chase Active Learning Grant, Chase Manhattan, New York, NY.

 

Projects

Scholarly Interests and Specialties

  • Urban Teacher Residency
  • Inquiry 
  • Teaching for Social Justice 
  • Self Study/Action Research 
  • Teacher Leadership

 

Links

No information available