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Bio Page

  • Jill Flynn
    Associate Professor
    Student Teaching Coordinator
    University of Delaware
    Department of English
    219 Memorial Hall
    Newark, DE 19716
    (302) 831-8069

    Biography

    Jill Ewing Flynn is an Assistant Professor of English Education, teaching English Language Arts methods courses and supervising student teachers. She earned her Ph.D. in Curriculum and Instruction: Literacy Education from the University of Minnesota and a master’s degree in Secondary English Education from Pace University (NY). After graduating with a B.A. in English and History from Duke University, she taught middle and high school English in a variety of settings—public and private, urban and suburban schools—for nine years. Her research and teaching interests include critical literacy, multicultural literature, and culturally relevant pedagogy and how it is enacted in school settings.

     

Degrees 

  • Ph.D., Curriculum and Instruction, University of Minnesota - Minneapolis, 2009
  • M.S., Secondary Ed: English, Pace University, 2002
  • B.A., History and English, Duke University, 1994

Research Projects 

  • Racial Literacy and Teacher Candidates
    Flynn, Jill
    In collaboration with Rosalie Rolón Dow and Lynn Worden
    Three teacher educators on campus specializing in Secondary English Education, Elementary Education, and Early Childhood Education are researching their own classrooms to find out if and how students can develop "racial literacy" related to education. In three different education courses, students meet two objectives in common, with shared assignments, materials and methods. Using both qualitative and quantitative methods to measure teacher candidates' learning, the following research questions are being investigated: In what ways do pedagogical interventions in three education courses shape undergraduate teacher candidates’ racial literacy? Specifically, how well do teacher candidates (1) understand that race is a social construct (not biological) that nevertheless powerfully shapes schooling experiences and outcomes, and (2) understand how their own racial identity has shaped their past educational experiences and how it might shape their role as a teacher? What is the range of responses from undergraduate teacher candidates to curriculum and activities that seek to develop racial literacy? This project is supported by the Center for Teaching and Assessment for Learning.

Publications 

 
  • UD College /Dept. Name  •   Address  •   Newark, DE 19716  •   USA
    Phone: 302-xxx-xxxx  •   E-mail: xxxxx@udel.edu

 

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