CURRICULUM VITAE MARY KOOY - OISE · Mary Kooy, Ph.D. Curriculum Vitae OISE/UT 12 Everyday...

Mary Kooy, Ph.D. Curriculum Vitae OISE/UT 1

CURRICULUM VITAE

MARY KOOY

Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto

252 Bloor St. W. Toronto, Ontario, Canada M5S 1V6

(1) Date of Preparation

30 September 2010 (2) Rank Associate Professor Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto (3) Degrees

Ph.D. Curriculum Theory and Implementation Simon Fraser University, Department of Education Burnaby, British Columbia 1991

M.A. in Language Education University of British Columbia, Vancouver, BC 1988 B. Ed. University of British Columbia, Vancouver, BC 1983 B.A. Calvin College, Grand Rapids, Michigan, USA


1967 (4) Employment History

August, 1995 – present Associate Professor (July 2000 – present)

July, 1995 – July, 2000 Assistant Professor (August, 1995 – July, 2000) Dept. of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto

June, 1994

Assistant Professor (Limited Term) Faculty of Education Simon Fraser University

July, 1987 – June, 1990

Sessional Instructor Simon Fraser University Language Education, Pre-service Teacher Education Program

September, 1990 – December, 1990 Sessional Instructor Language Education (Secondary English)

Calvin College, Grand Rapids, MI

January, 1970 – January, 1973 Instructor: English as a Second Language, Adult Education

Lethbridge Community College Lethbridge, AB

Secondary English Teacher

1973/74; 1976-1979; 1982-1984: Secondary Schools in BC, Canada

Elementary School Teacher 1965/66; 1967/1970: Elementary School Teacher (Gr. 1, 3, 4, 7, 8) Schools in ON and BC


5. University Administration

July, 2008 – present Head, Center for Teacher Education and Development Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education, University of Toronto 6. Research (a) Externally Funded Research

Year 2006-2010

Type SSHRC Standard Research Grant

Role Principal Investigator

Source Social Science and Humanities Research Council of Canada

Amount $100,570.00

Title/Purpose Teacher Development in Communities of Learning in and out of schools: A follow-up Longitudinal Study

Year 2005

Type Literature Review

Role Principal Investigator

Source Elementary Teachers Federation of Ontario

Amount $5000.00

Title/Purpose Women Teachers and Perfectionism: A Literature Review A rationale/literature search and review for a report on the role of perfectionism on perceptions and practices of women teachers

Year 2001 - 2005

Type Academic Research Grant

Role Research Team Member/Consultant (Dr. T. Jannsen, Principal Investigator, University of Amsterdam)

Source Research Council of the Netherlands [Nederlandse Organisatie voor Wetenschappelijk Onderzoek]

Amount 100,000 €

Title/Purpose Learning to Interpret Literary Texts [in het Studiehuis]: The effects of Self-Questioning


Year 2000 - 2004

Type SSHRC Standard Research Grant

Role Principal Investigator (Individual)


Amount $87,173.00

Title/Purpose Women teachers, shared literary texts and the reconstruction of learning and teaching

Year 2001 - 2003 Type Transfer Grant (Province of Ontario) Role Co-Investigator with C. Beck, M. Connelly, P. Diamond, C.

Kosnik Source Ontario Teachers‟ Federation

Amount $60,000.00 Title/Purpose Impact of Elementary and Secondary School Reform on Teacher

Education and the Reconstruction of Teaching and Learning

(b) Internally Funded Research

Year 2009 (Fall)

Type Faculty Website Development Role OISE/UT Faculty Source Department of Curriculum, Teaching and Learning

Amount $100.00 Title/Purpose To provide support for individual faculty website

development

Year 2006 - 2007 Type SSHRC Small Scale Grant

Role Principal Investigator Source Social Science and Humanities Research Council of Canada

Amount $1000.00

Title/Purpose Collaborative research inquiries: Constructing new contours of teacher development in schools


Year 2005-2006

Type SSHRC Small Scale Grant Role Principal Investigator (Individual)

Source Social Science and Humanities Research Council of Canada Amount $2900.00

Title/Purpose The effects of professional learning communities on teacher knowledge and practice: A literature review

Year 1999 - 2000

Type SSHRC Small Scale Grant

Role Co-Investigator with Dr. Mary Beattie (OISE/Univ. of Toronto


Amount $3450.00

Title/Purpose Stories to live by: Narrative, discourse and the development of professional knowledge

Year 1998 - 2000

Type SSHRC Small Scale Grant Role Principal Investigator (Individual) Source Social Science and Humanities Research Council of Canada

Amount $2500.00 Title/Purpose Teachers, book clubs and literary discourse: audits of meaning in

social context

Year 1996 - 1998 Type New Faculty Grant Role Principal Investigator (Individual)

Source Connaught Grant Amount $6200.00

Title/Purpose Engaging readers with novels: Reading, writing talking and listening to construct understanding


Year: 1996 - 1997

Type: Research Grant

Role Co-investigator with Dr. J. Aitken

Source: OISE/FEUT Mini Grant Amount: $2500 Title: Uncovering assumptions: To what extent does preservice education

and teaching experience influence the teaching of literature?

Year 1993 - 1994

Type Youth Futures Program Grant

Role Principal Investigator (Individual)

Source Simon Fraser University, Faculty of Education Amount $5000.00 Title/Purpose Language, literature and at-risk youth: Connections and

collaborations.

Year 1991 - 1992 Type Site Grant

Role Principal Investigator (Individual) Source British Columbia Ministry of Education

Amount $12,500.00

Title/Purpose Integrating pre-service and in-service teacher professional development: Examining issues of writing and talking for learning in the classroom

Year 1991 - 1991 Type University-School Collaborative Research Grant Role Principal Investigator (Individual)

Source Simon Fraser University & Burnaby School District Amount $900.00

Title/Purpose Integrating pre-service and in-service teacher professional development: Examining issues of writing and talking for learning in the classroom


(7) Courses Taught Bachelor of Education Courses English/Language Arts Methods (Intermediate/Secondary) Two-semester course offered 12 times Critical Literacies: Language Practices for Social Justice offered 1 time [Related Studies Course] Democratic Values, Student Engagement and Critical Thinking [Related Studies Course] offered 1 time

English/Language Arts (K – 12) offered 21 times Simon Fraser University, BC Canada (1988 -1995) The Teaching of Writing offered 1 time Simon Fraser University, BC Canada (1987)

Graduate Education Courses Critical Multicultural Analysis of Children‟s Literature offered 1 time Curriculum Innovation in Teacher Education offered 1 time Communities of Inquiry: Teacher Development as Social Practice offered 5 times From Student to Teacher: Professional Induction offered 4 times Writing, Talking, Reading and Learning: Discourse Relationships in the Classroom offered 4 times Alternative Theoretical Perspectives in the study of Curriculum, Practice and Teacher Development offered 6 times

Research Colloquium in Curriculum and Instruction offered 2 times Independent Reading courses

2009 Jennifer Giffen (M.Ed.) CTL 1798H

2007 Jennifer Bell (M.Ed.) CTL 1798H


2007 Allyson Henley (M.A.) CTL 1798H

2006 Dana Colarusso (Ph.D.) CTL 4888H

2003 Wilma Aalbers (M.Ed.). CTL 1798H

2003 Patricia Westerhof (M.A.) CTL 1798H

2002 Victoria Northcott (Ph.D.) CTL 4998H

2001 Michelle Boone (Ph.D.) CTL 4998H

1996 Marnie Rosen (M.A.) CTL 1798H

1997 Robin Ulster (M.Ed.) CTL 1798H

(8) Graduate Supervision Graduate Supervision (Completed) Ph.D. 7 Ed.D. 1 M.A. 3 Titles of Completed Ph.D Supervisions 11 December, 2009 Lara Boudignon Falling Back into Teaching: A Triptych of Teachers‟ Motivations, Decisions and Consequences 22 July, 2009 Dana Colarusso

Teaching English in the Global English Context 4 April, 2008 Ann McClure Teacher Evalutation: From Pre-Service to In-Service

External Examiner: Dr. Robyn Ewing, Acting Dean, University of Sydney, NSW [Attended in person]

27 February, 2008 Konrad Glogowski

The effects of “blogging” communities and dialogic critique on cognitive development and writing competence. External Examiner: Dr. G. Rijlaarsdam, Graduate School of Education, University of Amsterdam [Attended in person]

7 June, 2007 Angela Terpstra The art of improvisation: English Education, technology and pedagogy


2 March, 2005 Jeannie Wilson The colour of the water: Language, literacy and the school curriculum 15 October, 2004 Patricia Bevilacqua Altered Selves: Working from Within to Explore the Impact of Multiple Sclerosis on the Identities of Three Secondary Teachers 1 May, 2004 Cindy Bird Adolescent understanding of narrative television: A hermeneutic phenomenological study Titles of Completed Supervision of Master’s Theses

2004 Heli Kivilaht Student teachers, teachers, and students constructing collaborative approaches

to classroom management using forum theatre 2004 Patricia Westerhof Teaching poetry in the secondary English classroom

1999 Litsa Tsouluhas You are what you eat: Eating disorders and the consumption of patriarchy

Titles of Theses: Completed Committee Memberships 2008 Lina Medaglia Cheese Donkey on a Marble Staircase: Stories of Passing as an Immigrant

Woman 2006 Re Yeung Chun The one who cares: A critique of Nel Noddings‟ ethic of care from a Korean feminist perspective 2006 Sophie Hwang Living through the pages: A narrative inquiry into the reading experience of four readers

2005 Ann LeSage

Reconstructing mathematics practices: Two stories of teacher change and curriculum reform

2004 Yuk Wah Tse-Tso


A Narrative Study of Personal Experience in Teacher Knowledge: English Language Teachers in Hong Kong 2004 Julian Kitchen Relational teacher development: A quest for meaning in the garden of teacher

experience 2004 Darryl Bautista

Estorya sa (the story of) MID-AIR: from an artist of diversity towards a teacher for peace

2004 Joan Vinall Cox Following the Thread: A Writing Teacher‟s Memories and Arts-Based

Transition to a New Technology of Meaning-Making 2004 Mary Lynn Tessaro The impact of a tutoring program on student teachers' development as literacy teachers 2004 Darlene Ciufitelli Writing for Life: Teacher reflection, knowledge, and identity in a literacy narrative inquiry 2003 Christine Van Halen Faber Seeing through apples: An explorations into the ethics and aesthetics of a teacher-educator-researcher's arts-based beginnings 2002 Matilda Wong The process of learning to teach the English language in the context of Hong Kong 2002 Vincent Tse An inquiry into changing professional perspectives: An elementary principal‟s personal experience across the decades

2002 Ariella Damelin Walking barefoot: A storyteller's arts-informed inquiry 2002 Veronica Ellis Liam‟s stories: A narrative inquiry into some forms of narration in the preverbal child. 2001 Gail Lindsay


Nothing personal? Narrative reconstruction of registered nurses‟ experiences in health care reform. 2001 Linda Hall The development of educational and occupational aspirations throughout high school and beyond. 2000 Liliana Vani Portfolios: Teacher assessment as transformative learning 2000 Jennifer Woolley Making connections: Pre-reading reader response and mother-research from one family‟s perspective

1999 Deidre DeCarion A narrative inquiry into home: A space called anywhere”

1999 Lesley Shore Girls reading culture: Autobiography as inquiry into teaching the body, the romance and the economics of love 1999 Janet McIntosh The influence of gender on secondary English students‟ written responses text 1997 Nathalie Sorenson Making sense for our lives: Women‟s collaborative reading of fiction. 1997 Wendy Burton The voice from within: Teacher stories, epistemic responsibility, and First Nations education External Ph.D. Examiner

2010 (11 February) Tamara Platteel

Graduate School of Education (ICLON), Leiden University, the Netherlands

Knowledge development of secondary school L1 teachers on concept-context

rich education in an action research setting.

2010 (February) Trudy Ambler

Graduate School of Education, Monash University, Melbourne, AU

http://proquest.umi.com.myaccess.library.utoronto.ca/pqdweb?index=0&did=733037711&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1180625797&clientId=12520

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Everyday Learning: Exploring opportunities for professional learning in the day to-day work of primary school teachers

2007 (June) Graham Parr Faculty of Education, University of

Melbourne, AU Inquiry-based professional learning of English Literature teachers: Negotiating dialogic potential.

2004 (June) Marney Rosen Faculty of Education of the University

of Western Ontario „Reading‟ the current Ontario English curriculum guide: A concept-rich

critical discourse analysis

2002 (May) Sieta van der Hoeven Division of Education, Arts and Social Sciences, University of South Australia

The Rhetoric of Adolescent Fiction: The Pedagogy of Reading Practices in South Australian Secondary English classes.

Graduate M.A. Committee Memberships Completed

2006 – 2008 Anni Wong Becoming a reader: Developing a program for reading in early elementary school

2006 – 2008 Katie Doering

Examining the Experiences of Children and Families with Toronto‟s Ronald McDonald House School

2004 – 2007 Evelyn Paris Teaching From Compassion: Student-Teacher Relationships in a Canadian Urban High School

2000 - 2001 Vicki Northcott

Quilt to Kaleidoscopic Community: The Threads that Bind Us

2000 Sarah Promislow Language, culture, and identity formation: The bilingual experience

1999 – 2001 Elyse Lulkin

Literature circles in the multicultural classroom: Who‟s learning what?


1999 – 2000 Candace Schlein

The teaching landscape of Asia and Canada: An inquiry into the personal practical knowledge of a Canadian Teacher-returnee from Asia

1999 Sophie Hwang

A story of learning: Learning a culture, creating an identity 1999 Darryl Bautista & Audrey Cahill A Narrative Exploration of Belonging Through Lived

Multicultural Experiences 1997-1998 John Bailey

Words of encouragement: Narratives for second-generation teachers Graduate Supervisions in Progress

Doctoral Theses

Alice Wong Rethinking teacher development in early childhood education: Collaborative documentation for learning in a Reggio Emelia framework

Anna Faraone

French Lessons: The exchange experiences of adolescent girls of immigrant backgrounds

International Doctoral Supervision Ramon Groenendijk(Co-Supervisor) Graduate School of Education,

Radboud University, Nijmegen, the Netherlands Literature, Pedagogy, Reading and Learning: A Self-Study in Secondary School

Master’s Theses

2006 - Allyson Henley present Reading in Social Contexts in Secondary English: Stories of change and development with At-Risk Students


2009 Sana Ali

Visiting Scholar (Sabbatical 2009-2009)

2008 – 2009 International Visiting Scholar/Researcher

ICLON (Graduate School of Education & Teacher Development)

Leiden University, the Netherlands Dr. Nico Verloop, Dean Dr. Hans Hulshof, Co-Researcher (August, 2008 – February, 2009)

(9) Publications

Books, book chapters and journal articles are in the fields of

Books: Sole authored 1

Books: Co-authored 1

Books: Edited volumes 1

Chapters in Books 4

Refereed Journal Articles 12

Editorials (Refereed Journals) 10

Journal Editor (Refereed) 2

Editor, Special Issue, Refereed Journal 1

Papers in Refereed Conference Proceedings 2

Technical Writings/Reports 4

Abstracts and/or Papers Read (Refereed) 42

Other (appropriate to the discipline) 28 Doctoral Thesis 1991 The effects of implementing transactive teaching strategies on oral and written responses to the novel in secondary English Books

(1) Kooy, M. (2006). Telling Stories in Book Clubs: Women Teachers and Teacher Development. Boston, MA: Springer [2nd Printing: 19 Feb.,

2007]


(2) Kooy, M., & Janssen, T., & Watson, K. (Vol. Eds). (1999). Studies in Language and Literature: International Perspectives on Mother Tongue Education: Vol. 1, Fiction, Literature and Media. Amsterdam, The Netherlands: Amsterdam University Press.

(3) Kooy, M., & Wells, J. (1996). Reading response logs: Inviting students to explore novels, short stories, plays, poetry and more. Toronto, ON: Pembroke. 128 pages.

Book Chapters

(1) Kooy, M., & Hulshof, H. [in press]. Teacher Preparation in Mother

Tongue Education, in The International Encyclopedia of Education,

3rd Edition, Barry McGaw, Penelope Peterson and Eva Baker,

Elsevier (Eds.).

(2) Kooy, M. (2009). Collaborations and conversations in communities of learning: professional development that matters. Teacher Education Yearbook XVII: Teacher Learning in Small Group Settings: The Association of Teacher Educators. Cheryl Craig, Editor. Lanham, MD: Scarecrow Publication/Rowan & Littlefield, pp. 5 – 22 (18 pages).

(3) Kooy, M. (1999). Expanding Textual and (Inter)textual Horizons in Mother Tongue Education. In, G. Rijlaarsdam (Series Ed.) & M. Kooy, T. Jannsen, & K. Watson (Vol. Eds.). Studies in Language and Literature; International Perspectives on Mother Tongue Education: Vol. 1, Fiction, Literature and Media. (pp. 1-3). Amsterdam, The Netherlands: Amsterdam University Press.

(4) Kooy, M., & Chiu, A. (1999). Language, Literature and Learning in the ESL Classroom. In Trends and Issues in Secondary English. (pp. 72-84). Urbana, IL: National Council of Teachers of English. [Selected for highest ranked articles/annual edition from 13 NCTE journals]

(5) Kooy, M. (1999). Constructing literary landscapes: Reading logs in literature classes. In M. Kooy, T. Jannsen, & K. Watson (Vol. Eds.) and In G. Rijlaarsdam (Series Ed.). Studies in Language and Literature; International Perspectives on Mother Tongue Education: Vol. 1, Fiction, Literature and Media. (pp. 77-88). Amsterdam, the Netherlands: Amsterdam University Press.

Papers in Refereed Journals


(1) Kooy, M., & de Freitas, E. (2007). The diaspora sensibility in teacher identity: Locating self through story. Canadian Journal of Education. 30(3), 401 – 416.

(2) Kooy, M. (2006). The Telling Stories of Novice Teachers: Constructing Teacher Knowledge in Book Clubs. Teaching and Teacher Education, 22(6), 661-674.

(3) Cooper, K., & Kooy, M. (2004). Knowledge, poetry, and action: Weaving threads of change. Educational Practice and Theory. 25(2), 69-80.

(4) Kooy, M. (2003). Riding the coattails of Harry Potter: Readings, relational learning and revelations in book clubs. Journal of Adolescent and Adult Literacy. 47(2), 2-10.

(5) Kooy, M. (2003). Christian schooling as “communities of truth:” A way forward. Christian Educators Journal, 42(4), 3-7.

(6) Kooy, M., & Chiu, A. (1998). Language, literature and learning in the ESL classroom. English Journal, 88(2), 78-84.

(7) Kooy, M. (1998). Critical reflection and the making of meaning: Dialogue in teacher education. The Education Network, [Australia], 14, 8-13.

(8) Hughes, W., & Kooy, M., & Kanevsky, L. (1997). Dialogic reflection and journaling. The Clearing House. 70(4), 187-190.

(9) Kooy, M., & Kanevsky, L. (1996). Searching for meaning in assigned readings: Using a triple-entry notebook. Teaching Education, 8(1), 45-54.

(10) Kooy, M. & Toohey, K. (1996). “It looked like such hard work: ”Reciprocal discourse between two language professors in a teacher education program. Teaching Education, 8(1), 75-79.

(11) Kooy, M. (1992). Questioning classroom questioning. In The Journal of Learning about Learning, 5(1), 14-26.

(12) Crowhurst, M., & Kooy, M. (1986). The use of response journals in teaching the novel. In Reading Canada Lecture, 3(4), 256-266.

Review Essay in a Refereed Journal

(1) Kooy, M. (2000). Re-Imagining the places and landscapes of English education: Conversations from the field.

Curriculum Inquiry, 30(4), 472-487. Book Reviews in Refereed Journals


(1) Kooy, M. (2008). Book Review: Handbook of Research on Teacher

Education: Enduring Questions in Changing Contexts (3rd ed.). (M. Cochran-Smith. Routledge Taylor & Francis Group.1, 190 pages.), Curriculum Inquiry, 38(4), 439 – 444 (5 pages).

(2) Kooy, M. (1998). From Picture Book to Literary Theory. J. Stephens &

K. Watson, (Eds.) Book Review. In English Quarterly, 29(3 & 4), 88-89.

Papers in Refereed Conference Proceedings

(1) Cooper, K., & Kooy, M. (2003). Knowledge, poetry, and action in the

classroom. In Ways of knowing in and through the body: Diverse perspectives on embodiment. 4th Bi-annual Summer Institute. Canadian Association for the study of Women and Education, May 28-30, 2002. Toronto, Ontario, Canada. 71-75.

(2) Kooy, M. (1994). Shifting paradigms in English education: Developing

student 'response-ability' in literature teaching. Pye, I., & Wideen, M. Eds.). In Under Scrutiny Again: What Kind of Secondary Schools Do We Want? Conference Proceedings, International Conference on Secondary Education, Burnaby, BC: Institute for Studies in Teacher Education. 188 pages.

Columns in Refereed Journals

(1) Kooy, M. (1998). Reading, writing and responding: Logs as „texts for

talk.‟ “Teacher to Teacher” Column. English Journal, 88(2), 33. Editorial Activities Curriculum Inquiry, Co-Editor (2006 – 2008) Co-Editor (with Dr. D. Thiessen, OISE/University of Toronto)

Editorials (1) Kooy, M. From me to we: Writing the “other” into narratives of hope in education, 38(2), 2008, 119-123 (5 pages).

(2) Kooy, M. Of Texts, Teachers, Teaching, and Transformations,


37(3), 2007, (5 pages). L1-Educational Studies in Language and Literature, Co-Editor (1999 – 2009)

Co-Editor (with Dr. Gert Rijlaarsdam, Graduate School of Education, University of Amsterdam)

Editorials:

(1) Crossing cultural boundaries: A window into diverse issues and contexts in L1 Education Vol. 7, n. 2, 2007, 1 – 3

(2) Exploring new visions and views of language and literacy Vol. 6, n.1, 2006, 1 – 8

(3) Editorial, Vol. 4, n.1, 2005, 1 - 3

(4) Editorial, Vol. 3, n.3, 2004, 192 – 196

(5) Editorial, Vol. 2, n.2, 2003, 71– 75

(6) Tracings on the Landscape: Words, texts, and contexts, Vol. 2, n.1, 2002, 1 – 4

(7) Editorial, Vol. 1, n.3, 2001, 191 – 193

(8) Building Bridges, Vol. 1, n.1, 2000, 1 – 8

3. Editorship of a Refereed Journal: Special Issue (L1-Educational Studies in Language and Literature) (with Dr. B.Doecke, Monash University, Melbourne, AU) Theme: L1 (Mother Tongue) Teacher Education

6 refereed articles (126 pages) Editorial:

Kooy, M. & Doecke, B. (2008). Learning to teach and teaching for learning. Exploring professional learning in L1 education.

Issue 8 (4), pp. 1-3. 4. Inkshed Newsletter (Canadian Association for the Study of Language and

Learning) 1998 -2000 Co-editor (with Dr. M. Procter, University of Toronto)

Canadian Association for the Study of Language and Learning

(1) Procter, M., &. Kooy, M. [Eds.], (1999). Inkshed Newsletter. Canadian

Association for the Study of Language and Learning. 17 (2), 20 pages.

http://l1.publication-archive.com/public?fn=enter&repository=1&article=324

http://l1.publication-archive.com/public?fn=enter&repository=1&article=324


(2) Kooy, M., & Procter, M. [Eds.], (1999). Inkshed Newsletter. Canadian Association for the Study of Language and Learning, 17 (1), 24 pages.

(3) Kooy, M. (1999). Editorial: Language, Learning and Deja Vue all over again? In Inkshed Newsletter. Canadian Associations for the Study of Language and Learning. 17 (1), 1.

(4) Kooy, M. (1999). Literacy autobiographies of English education students. In Inkshed Newsletter. Canadian Association for the Study of Language and Learning. 17 (1), 2-9.

Research Reports

(1) Churchill, K., & Kooy, M. (2006). The role of language and literature

in the curriculum: Havergal College. Canadian Education Standards Institute, Toronto, ON.

(2) Kooy, M. (2003). The Phenomenon of Perfectionism and Women Elementary Teachers: A Literature Review. Elementary Teachers Federation of Ontario.

(3) Kooy, M. (1988). Schooling in British Columbia: An analysis of student interviews. In A Legacy of Learners: The Royal Commission Report on Education. Ministry of Education, British Columbia, 336-347.

(4) Kooy, M. (1988). Schooling in British Columbia: An analysis of student interviews. In A Legacy of Learners: The Royal Commission Report on Education. Ministry of Education, British Columbia, 336-347.

Conference Papers (Refereed)

(1) Kooy, M., Colarusso, D., & Wong, A. (2009, June). Communities of

learning in L1 Education: Collaborative teaching and learning in schools.

(2) Kooy, M., & Hulshof, H. (2009). Bridging cultures, building practice: Pre-service teacher education that matters.

(3) Kooy, M. (2009, Feb.). Collaborations and Conversations in Communities of Learning: Professional Development that Matters. Association of Teacher Educators Conference, Dallas TX.


(4) Kooy, M., Colarusso, D., & Wong, A. (2008, July). Turning the page – Re-storying professional development through communities of learning. Paris International Conference on Education, Economy and Society. Paris, France.

(5) Kooy, M. (2008, April). Picture books as portals: Visual vistas for understanding literary theory. The Toronto Reading Council and the Toronto Reading Council.

(6) Kooy, M. (2007, July). Teacher Development as Social Practice: (Women) Learning Life Literacies in Teacher Book Clubs. International Study Association on Teachers and Teaching (ISATT), Brock University, St. Catharines, ON.

(7) Kooy, M. (2007, March). Bridging the divide: Teacher induction and teacher-directed professional learning. International Association for the Improvement of Mother Tongue Education Conference. Exeter, UK.

(8) Kooy, M. (2006, July). Invited Paper: Novice teachers of English: Introducing professional development in teacher book clubs. Australian Assoc. of Teacher of English Conference, Darwin, AU.

(9) Kooy, M. (2006, July). Invited Paper: Voices, Visions, Vibes: Teachers learning together in book clubs. Australian Assoc. of Teacher of English Conference, Darwin, AU.

(10) Kooy, M., & de Freitas, E. (2006, May). The diaspora sensibility in teacher identity: Locating self through story. Canadian Association for Studies in Education conference (Canadian Association for Curriculum Studies), York University, Toronto, ON.

(11) Kooy, M. (2006, May). Teacher Development as Social Practice: Life Literacies for Girls and Women. Canadian Association for Studies in Education conference (Canadian Association for Women in Education), York University, Toronto, ON.

(12) Botelho, J-M, & Kooy, M., & Cameron, L. (2006, May). Writing/Reading our lives and teaching: A collage of practices. Symposium. Canadian Association for Studies in Education conference, York University, Toronto, ON.

(13) Kooy, M. (2006, February). Teacher Development as Social Practice: Learning Life Literacies in Teacher Book Clubs. Teacher Development Conference, Simon Fraser University, Vancouver, BC.

(14) Kooy, M. (May, 2005). Crossing boundaries between literature and life: Teacher book clubs as professional development. International


Association for the Improvement of Mother Tongue Education Conference, Albi, France.

(15) Kooy, M. (April, 2005). Novice Teachers and Teacher Development in Book Clubs. AERA SIG: Women and Education, American Educational Research Association Conference. Montreal, PQ.

(16) Kooy, M. (April, 2005). Woman to woman: Teachers, book clubs, and teacher development. American Educational Research Association Conference. Montreal, PQ.

(17) Kooy, M. (April, 2005). Adolescent girls and the women who teach them: Which literacies now and how? Literacy Conference. /University of Toronto.

(18) Kooy, M. (2003, July) Changing the (L1) Subject: Women‟s Shared Literary Readings as Transformative Experience. International Association for the Improvement of Mother-Tongue Education Conference (IAIMTE). Lisbon, Portugal.

(19) Kooy, M. (2003, August) Teachers reading and interpreting literature: From book clubs to classroom practices. Panel: Learning and Teaching the Literature Curriculum. Part II: Factors that influence Literary Reading and Interpretation Processes. European Association for Research on Learning and Instruction. Padova, Italy.

(20) Kooy, M., & Faust, M., & O‟Donnell-Allen, C. (2003, November) A Kaleidoscope of Discourse: Texts, Knowledge, and Teachers in Communities of Regard.” Research Strand, National Council of Teachers of English. San Francisco.

(21) Kooy, M. (2002, May). Women‟s shared readings as “telling stories:” Creating professional knowledge and identity in teacher book clubs.” Canadian Society for Studies in Education. Toronto, ON.

(22) Kooy, M. & Cooper, K. (2002, May). Integrating academic women's ways of knowing through readers‟ theatre. Canadian Assoc. for the Studies of Women in Education. Toronto, ON.

(23) Kooy, M. & Westerhof, P. (2002, April). Reading Stories and Stories of Reading: Constructing Professional Knowledge in a Teacher Book Club. CITE Conference, Oakville, ON.

(24) Kooy, M. [2001, July]. Strand Chair: Literature Education. International Association of the Improvement of Mother Tongue Education Conference, Amsterdam.

(25) Kooy, M., & Kooy, T. (2001, July). Re-imagining reading and writing practices: Literacy autobiography as classroom texts. International


of the Improvement of Mother Tongue Education Conference, Amsterdam.

(26) Kooy, M., & Hwang, S. (2001, July). Reading Stories and Stories of Reading in a Teacher Book Club: Implications for Classroom Literacy Practices. International Association of the Improvement of Mother Tongue Education, Amsterdam.

(27) Kooy, M. & Cooper, K. (2001, April). Knowledge, Poetry and Action in the Classroom: Weaving Threads of Change into the Fibre of the Academy. American Educational Research Association. Seattle, WA.

(28) Kooy, M. (2000, October). “The Oprah Effect:” Taking Book Clubs into Classrooms. Canadian Council of Teachers of English/Language Arts, Vancouver, BC.

(29) Kooy, M. (1999, November). Shaping literate actions through classroom book clubs. National Council of Teachers of English. Denver, CO.

(30) Kooy, M., & Terpstra, A. (1999, July). (Re)shaping literary communities: Dialogic construction of meaning in and out of schools. International Association of the Improvement of Mother Tongue Education, Amsterdam.

(31) Kooy, M. (1999, July). Landscapes of Reading: Narratives of Meaning in and Out of Schools. International Association of the Improvement of Mother Tongue Education, Amsterdam.

(32) Kooy, M. (1999, July). Strand Chair: Literature Education. International Association of the Improvement of Mother Tongue Education Conference, Amsterdam.

(33) Kooy, M. (1998, May). Ethics in representation of teacher book club experiences: Who‟s shaping whose literacies?” Inkshed XV Conference: Multiple Literacies: Ethics and Responsibilities. Halifax, NS.

(34) Kooy, M. (1998, April). Uncovering constructed reading experiences: A study of the written responses of adolescent readers. American Educational Research Association, San Diego, CA.

(35) Kooy, M. (1997, July). Uncovering assumptions: To what extent does preservice education and teaching experience influence the teaching of literature? International Association of the Improvement of Mother Tongue Education Conference, Amsterdam.

(36) Kooy, M. (1997, July). Declaring understanding through the literary essay: The effects of writing tasks during the reading of novels. International Association of the Improvement of Mother Tongue Education Conference, Amsterdam


(37) Kooy, M. (1997, April). (Re)constructing teacher education through university and on-site collaboration: A prolegomena. International Christian Scholars Conference, Toronto, ON.

(38) Kooy, M. (1995, April). Talking, teaching and learning: A comparative analysis of secondary teacher and student discourse. American Educational Research Association, San Francisco, CA.

(39) Kooy, M. & Kanevsky, L. (1993, May). The double-entry journal in teacher education classes: Exploring educational research and theory through writing. Paper, annual meeting of the American Association of Colleges for Teacher Education, San Diego, CA.

(40) Kooy, M. (1992, December). Reading and writing the 'lived-through experience:‟ Examining the developing responses of adolescents to three novels. Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.

(41) Kooy, M. (1992, November). Collaborative projects: Burnaby school district and the Faculty of Education, Simon Fraser University's "language for learning" project. Paper presented at the British Columbia College of Teachers Conference, Vancouver, BC.

(42) Kooy, M. (1991, April). Introducing a transactive model for literary response: A study of the effects on discourse on the novel in secondary English classrooms. Paper presented at the International Conference on Language and Literacy, University of East Anglia, Norwich, England.

(43) Kooy, M. (1990, March). The effects of exploratory writing through the novel on formal literary discourse. Research Forum. Conference on College Composition and Communication, Chicago, IL.

(10) Invited Academic Lectures

Keynote and Plenary Addresses (Lifetime)

Keynote Addresses 2008 Language and Literature in the Schools: New Perspectives on Teaching and Learning (National Conference) Graduate School of Education University of Amsterdam October, 2008 200 conference attendees


2008 New Perspectives on Language and Literature Education

Graduate School of Education Radboud University

December, 2008 250 conference attendees

2008 (27 October). Learning in L1 Literature: Listening to student voices in literature conversations.

Radboud University, Nijmegen, the Netherlands.

2008, (28 October. Book club conversations: Listening to and learning from students.

University of Amsterdam, The Netherlands. 1999, Feb. Constructing curriculum in community: Grit, grime and grace.

Annual Secondary Teachers Conference, OCTA, Toronto, ON.

2001 Real Teaching, Real Learning, Real Evaluation: Creating Consequential

Connections. Lambton/Midddlesex/Chatham/Kent Independent School

Societies Sarnia, ON.

2001 Riding the Coattails of Harry Potter: Exploring Literacy and Language

through Classroom Book Clubs. Potential for Greatness Conference, Victoria, BC.

2000 Women‟s collaborative readings of fictions: Making sense of teaching

through stories. Fourth International Conference for Global Conversations on

Language and Literacy, Utrecht, The Netherlands. 1999 “Reading the word/Reading the world:” Reading education in

content areas in secondary classrooms. Department of Education, Calvin College, Grand Rapids, MI.

1998 Kooy, M. Writing tasks in literature classrooms: Elaborating textuality

and shaping sensibilities. National Conference of Literature and Language. Graduate School of Learning and Teaching,


University of Amsterdam, The Netherlands.

Plenary Address: 2009 (Jan.) (With Tigelaar, D., & Verberg, C.)

How do we handle all the data? Managing, monitoring, and mining the data in qualitative research.

Graduate School of Education (ICLON), Leiden University, the Netherlands

2008 (Nov.) Turning the page: Re-storying professional development

through communities of learning Graduate School of Education (ICLON), Leiden University,

the Netherlands November, 2008

2008 Sept. Exploring sustained teacher development in social contexts:

What a difference women make! Faculty and Doctoral Candidates. 2 hours. Graduate School of Education (ICLON)

Leiden University, the Netherlands 2006 July Woman to woman: Teachers, book clubs and professional

development Graduate School of Education Seminar Monash University, Melbourne, AU

2003 Feb. The grace of great things: Constructing „communities of truth‟ in schools truth.‟

The Beversluis Lecturer on Education (5th)

Awarded bi-annually

Calvin College, Grand Rapids, MI.

(11) Creative Professional Work 2007 – 2009 Conference Chair (International Association of Mother

Tongue Education) OISE/University of Toronto (21 – 25 June, 2009) 121 participants representing 22 countries


2009, Jan. Resisting resistance: Creating critical perspectives on longer literary works through writing and dialogue.

Zwijsse College, Nijmegen, the Netherlands. 2008, Dec. What‟s a new teacher to do? Teaching literature for critical

understanding and action. Graduate School of Education, University of Amsterdam, the Netherlands. 2008 (April). From monologue to dialogue: Creating critical discourse

communities in the college/university classroom. Institute for Christian Studies, Toronto, ON.

2005 Teacher book clubs as professional development: How and why

Havergal College, Toronto, ON

1999 Research, theory and the practices of reading: Where are we? Faculty of Education, York University,

Toronto, ON.

1997 (April). Reconstructing teacher education through university and on-site collaboration: A prolegomena. International Christian Scholars Conference, Toronto, ON.

Papers in Non-Refereed Journals

Kooy, M. (2005). Crossing boundaries and embracing diversity: A Report of the sessions in the Young Adult Literature (16-18) Strand. IAIMTE Newsletter.

Kooy, M., de Freitas, E., Xu, S., Bautista, D., Ng, O., & Sin Man, S. (2002). Forks

in the road, Novice to Veteran: Journeying on the Teaching Landscape. Among Teachers, n 31, 16-22.

Kooy, M. (2000). Ten tips for new teachers. In Among Teachers, n. 27, 12. Kooy, M. (1999). Report on the “fiction” strand. International Association of the

Improvement of Mother Tongue Education. In Newsletter, 6th issue, 2-3. Procter, M., &. Kooy, M. [Eds.], (1999). Inkshed Newsletter. Canadian

Association for the Study of Language and Learning. 17 (2), 20 pages.


Kooy, M., & Procter, M. [Eds.], (1999). Inkshed Newsletter. Canadian Association for the Study of Language and Learning. 17 (1), 24 pages.

Kooy, M. (1999). Editorial: Language, Learning and Deja Vue all over again? In

Inkshed Newsletter. Canadian Associations for the Study of Language and Learning. 17 (1), 1.

Kooy, M. (1999). Literacy autobiographies of English education students. In

Inkshed Newsletter. Canadian Association for the Study of Language and Learning. 17 (1), 2-9.

Kooy, M. (1998). Column: Canada: Tension and dissension continues in

Ontario school system. In Australian Education Newsletter, ISBN 1034 1137, 4, 4.

Kooy, M. & Watson, K. (1997). Reflections on the 1997 Amsterdam IAIMTE

conference. In Newsletter of the International Association for the Teaching of Mother Tongue Education. Amsterdam, 5, 3-4.

Kooy, M. (1993). Answering common questions concerning reading response

logs. In Lower Mainland [BC] Conference of the International Reading Association , 13-16.

Kooy, M. (1993). Reading and writing the "lived-through experience:"

Examining the developing responses of adolescents to three novels. ERIC/RCS Documents ED352679. Department of Education.

Kooy, M. (Spring, 1991). The effects of implementing a transactive

methodology on oral and written responses to the novel in secondary English classrooms. In Lower Mainland [BC] Conference of the International Reading Association, 12-16.

Crowhurst, M. & Kooy, M. (1986). Response journals in teaching I Am the

Cheese and Cry, the Beloved Country. In Newsletter of the English Teachers' Association (NSW). 6(86), 15-21. [Reprinted at editor‟s request from Reading Canada Lecture]

Resource Materials

Kooy, M. (2007). A Ten-Point Guide to Reading Poetry, Grade 11 English

Language Arts: Literary Focus (30S): A Course for Independent Study.

Educational Resources Branch Manitoba Education, Citizenship and

Youth E260-1970 Ness Avenue, Winnipeg MB


Ferguson, M., & Kooy, M., & Yates, R. (1996) Just Walls: Teacher's Guide.

Department of Justice Canada. 116 pages. ISBN: 0-662-24352-8 Ferguson, M., & Kooy, M., & Yates, R. (1996) Just Walls: Student Guide.

Department of Justice Canada. 64 pages. ISBN: 0-662-243-51-X.

(12) University and Professional Community Service

EDITORIAL BOARD 2007 – 2009 Sage Publishing REVIEW ACTIVITIES

(a) Reviewer for Manuscripts

2006 present Teaching and Teacher Education: Theory and Practice

2004 present Springer Publishers (Book Division, Education)

1997 - 2005 Curriculum Inquiry 2001 - 2006 Canadian Journal of Education 2000 – 2003 Research in the Teaching of English 1997 - 2002 English Quarterly

(b) Reviewer for Academic Research Grants

2008, 2005, 2003, 2001 SSHRC Standard Grant Reviews

(c) Reviewer for Refereed Conferences

2009 Canadian Society for Studies in Education (CSSE) 2007 American Educational Research Association, Division K (4

reviews) 2007 International Study Association on Teachers and Teaching

(3 reviews)

2001 American Educational Research Association (SIG: Research on Teacher Present Induction; Women and Education; Curriculum)


2001 Canadian Society for Studies in Education (SIG Canadian

Assoc. for 2006 Curriculum Studies; Canadian Assoc. for the Studies of Women in Education; Language and Literacy Researchers of Canada)

1997 International Association for the Improvement of Mother 2009 Tongue Education, (SIG: Research on L1 Teacher Education and Development)

1995 - National Council of Teachers of English (Research Division)

2002 Referee for Tenure and/or Promotion 2010 Dr. Ilana Elkhad-Lehman (Promotion) Levinsky College of Education Tel Aviv, Israel

2008 Dr. Graham Parr (Promotion) Monash University, Melbourne, AU 2004 Dr. Brenton Doecke, Monash (Promotion) Monash University, Melbourne, AU [Promotion] ARTICLES UNDER REVIEW

Kooy, M., Wong, A., & Colarusso, D. Turning the page: Re-storying professional development through communities of learning.

Teaching and Teacher Education. Submitted November, 2009. BOOKS and ARTICLES in PROCESS

Kooy, M., & van Veen, K. [Edited Book]. Teacher learning that matters:

International perspectives.

[19 contributing authors internationally renowned and representing 11

countries].

Proposal accepted

Routledge Publishing (New York).

Kooy, M., & Hulshof, H. From Program to Practice: Bridging the Troubled

Waters of Transitions of Teacher Knowledge. Resulting from research


conducted with pre-service teachers at ICLON, Leiden University, the

Netherlands.

Kooy, M. & Elbaz, F. Life stories and the development of a multicultural

community of women educators. Developed from conference presentations that focused on women as learners and teachers in community.

Kooy, M. chapter for a book entitled, Literary Praxis. Editors: Brenton

Doecke, AU & Piet-Hein van de Ven, the Netherlands. Kooy, M., Wong, A., & Colarusso, D. Developing professional and pedagogical teacher knowledge: A longitudinal study.

Graduate Assistants: Ph.D. Students

Date(s) Graduate Student Role Source 2010 Bopha Ong Grad. Asst. SSHRC

2009 – present Amanda Ajodhia-Andrews

Grad Asst. CTED

2009 – present Emese Bukor Grad. Asst. SSHRC

2008 - present Dana Colarusso Research Asst. SSHRC

2005 – 2008 Dana Colarusso Grad. Asst. SSHRC

2008 - present Alice Wong Research Asst. SSHRC

2006 – 2008 Alice Wong Grad. Asst. SSHRC

2003 Cindy Bird Research Asst. ETFO Report

2000 – 2004 Sophie Wong Grad. Asst. SSHRC

2001 – 2004 Lisa Onbelet Grad. Asst. SSHRC

2001 – 2004 Patricia Bevilacqua Grad. Asst. SSHRC

2002 – 2003 Shijing Xu Grad. Asst. SSHRC

2002 – 2003 Ariella Damelin Grad. Asst. SSHRC

2000 – 2001 Leanne Block Grad. Asst. SSHRC

Teacher Education Program Assistants (TEPA)

Date(s) Name Course


2001 – 2002 Lisa Taylor EDU 1100 (English Methods)

1999 – 2000 Michelle Schmidt EDU 1100 (English Methods)

1998 – 1999 Angela Terpstra EDU 1100 (English Methods)

SIG Chair: Teacher Education, IAIMTE Conference

2007, March. Chair/Reporter: Teacher Education SIG. International Association of the Improvement of Mother Tongue

Education Conference, Exeter, UK.

Session Chair at Academic Conferences 2005, May. Chair/Reporter: Fiction/Literature Strand. International Association of the Improvement of Mother Tongue

Education Conference, Albi, France. 2003, July. Chair/Reporter: Fiction/Literature Strand. International Association for the Improvement of Mother

Tongue Education Conference, Lisbon, Portugal. 2001, July. Chair/Reporter: Fiction/Literature Strand. International Association for the Improvement of Mother

Tongue Education Conference, Amsterdam, the Netherlands. 1999, July. Chair/Reporter: Fiction/Literature Strand. International Association for the Improvement of Mother

Tongue Education Conference, Amsterdam, the Netherlands. Kooy, M. (1997, July). Chair/Reporter: Literature Strand. International Association for the Improvement of Mother

Tongue Education Conference, Amsterdam, the Netherlands.

SCHOLARLY and PROFESSIONAL ACTIVITIES (1) 2 December, 2009 “Speaking of Alternate Schools in TDSB” Interview, Nicola Pulling, TVO (90 minutes)


(2) Editor /Scholarly Journals

2006 (December) Co-Editor Curriculum Inquiry 2008 (July) (With Drs. D. Thiessen, E. Campbell;

OISE/University of Toronto) 1999 Co-Editor L1-Educational Studies in Language and 2009 Literature (With Dr. G. Rijlaarsdam, ILO, University of Amsterdam

(3) International Conference Chair

2006 – 2009 Conference Chair International Assoc. for the Improvement of Mother Tongue

Education Theme: Re/Thinking Literacies: Languages, Literatures,

and Cultures 23-26 June, 2009. OISE/University of Toronto. 127 attended representing 22 different national contexts.

(4) Editorial Board

2007 SAGE Handbook of Writing Development, Edited by Roger Beard, Debra Myhill, Martin Nystrand and Jeni Riley: Publication Date: January, 2009

(5) Panel/Presentations

2010 (24 March). Conducting research in the schools: Where do we begin? Graduate seminar

Lunch Byte Series: Centre for Teacher Education and Development 2009 (25 November). Between Video Data and Transcription: Creating an

overview OISE/CTL “Doc Talk.” Graduate Student Series on Research Methodologies. 2008 (28 January). Thinking about publishing in an academic journal but don‟t

know where to start? Academic Publishing. Graduate workshop


series. With Dr. Alister Cumming and Dr. Elizabeth Campbell. Sponsored by CTLSA and CTL Faculty and Staff.

2006 (13 Nov.). Panel Discussion. A. Cumming, M. Kooy, J. Sumner, & P.

Adjei. Being published: How important is it to an academic career? Graduate Workshop Series. Student Services. OISE/University of Toronto.

(6) Professional Presentations

2001, April. Tracing learning journeys in the classroom: Rubrics as “explanatory words” in evaluation. Lambton Elementary and Secondary Independent Schools, Sarnia, ON.

2001, April. Creating rubrics: Detailing and documenting student learning.

Lambton Independent Schools, Sarnia, ON. 2001, February. What can we learn from teacher book clubs? From teacher

experience to classroom practice. Potential for Greatness/Literacy Conference. Victoria, BC.

1998, February. "Novel" encounters in the English class: Invitations and

explorations. Ontario Council of Teachers of English, Communications and

Language Arts. Victoria College, University of Toronto, Toronto, ON. 1997, November. Responding through reading, writing and collaborative

reflection: Reading logs in the English class. Presentation to English Department, Upper Canada College, Toronto, ON,

1996, February. Reading in the content areas: Strategies for learning.

Audience: 2-Year Teacher Education Candidates; Winston Churchill Collegiate Institute, Scarborough, ON. 1995, October. How writing shapes thinking: Notebooks as “texts for talk”

in secondary classrooms; Talking as critical thinking: Developing communities of learning in secondary schools and Developing active, able and life-long literature readers. Independent School Conference: Idaho/ Washington/ BC Regional Conference. Bellingham, WA.


1994, February. Bringing book clubs into the literature class: Thinking about literature in community.

North Surrey Secondary School, Surrey, BC. 1994, November. Writing and talking across the curriculum: A case for

the extended class period in secondary school. Burnaby School District, Burnaby, BC. 1994, April. Writing for thinking and learning across the curriculum. Faculty of Education, Simon Fraser University, Burnaby, BC. 1994, March. Using writing for thinking and learning in social studies

(elementary). Presentation/demonstration in a school site [Grade 7] and

Faculty of Education, Simon Fraser University, Burnaby, BC. 1994, March. Shaping at the point of utterance: Capturing response to

literature in the secondary English class. North Surrey Secondary School, Surrey, BC.

1993, April. Developing response-able readers: Creating the contexts for

active involvement in literature. Delta Teachers Association, Delta, BC.

1992, February. Using language for learning: Reading, writing, talking and

listening across the curriculum. Teachers Association, Terrace, BC.

UNIVERSITY SERVICE: Professional Committees

Dept. of Curriculum, Teaching and Learning

Date(s) Committee Role

2009 - present Centre for Teacher Education and Development

Head

2009 - present Research Advisory Committee Member

2007 - 2008 Appeals Committee Member

2002 CSTD Faculty Representative Member

2002 Faculty Search Committee (English Education) Member

1996 - 2000 AAP Committee (Sub-Committee: Graduate Scholarships

Member

2000 OCGS Task Force Member

Date(s) Tenure and Promotion Reports Role


2007 Maria-Jose Botelho 3rd Yr. Review

2004 Karyn Cooper 3rd Yr. Review & Tenure

2003 Shelley Peterson Tenure

1999 Linda Cameron Tenure

OISE/University of Toronto

External

Date(s) Committees and Organizations Role

2009-2010

Ontario Graduate Scholarship Committee (International; 72 Files)

Member

2007 - 2009

Intern. Assoc. for Improvement of Mother Tongue Educ. Bi-Annual Conference (23-26 June, 2009)

Chair

2006 - present

Institute for Christian Studies Adjunct Faculty

1998 - 2002

Canadian Assoc. for Study of Language and Learning

Member-at-Large

1992 – 1997

Calvin College Board of Trustees Board Member

MEMBERSHIPS: Academic Organizations American Educational Research Association (AERA)

SIG/Teacher Education

SIG/Language and Social Processes

International Study Assoc. on Teachers and Teaching (ISATT)

International Assoc. for the Improvement of Mother Tongue

Education (IAIMTE) 1996 – 2009

SIG/L1 Teacher Education (Chair)] 2005 – 2009

Canadian Society for the Study of Education (CSSE)

Date(s) Committee Role

2006 - 2009 Graduate Education Council Member

1997 - 1998 Divisional Appeals Committee Member

1995 – 1996 Search Committee: Professional Writing Erindale Campus

Member


SIG/ Canadian Assoc. for Study of Language and Learning

SIG/Canadian Assoc. for Studies in Women Education (CASWE)

CURRICULUM VITAE MARY KOOY - OISE · Mary Kooy, Ph.D. Curriculum Vitae OISE/UT 12 Everyday...

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