Jennifer McCormickCurriculum and Instruction
Office: KH A2027
Jennifer McCormick is an Associate Professor in the Division of Curriculum and Instruction at the California State University, Los Angeles. She joined the faculty in Fall, 2008. Dr. McCormick has expertise in teaching and scholarship focused on language, literacy and teacher education. She has worked to develop school-university-community partnerships around parent advocacy and adolescent literacy, forging alliances with 826 LA, the Alliance for a Better Community, Families in Schools and BRESEE. She and Sara Ozuna, a CSULA graduate student, recently completed a project that targeted an increase in parent advocacy. This work has subsequently been published and distributed at national conferences. Dr. McCormick and Dr. Sonnenschein (English) were awarded a teacher training grant from Center for Advancement of Reading (CAR) to implement the Reading Institute for Academic Preparation (RIAP) at CSULA. RIAP integrates teacher professional development, expository curriculum and content-area reading strategies. The initiative is part of the Early Assessment Program at the California State University. McCormick and Sonnenschein have continued this focus on teacher training through their work on an i3 grant that supports the implementation of the Expository Reading and Writing Course across the state.
Dr. McCormick's teaches courses related to the acquisition and development of literacy at the secondary level.
McCormick's scholarship has two major strands: literacy and learning at the secondary level and educational opportunity. In January 2012, Dr. McCormick was awarded a grant through the Research, Scholarship and Creative Activity Program to continue research related to Mendez v. Westminster, legislation that ended the legal segregation of Latinos in the schools of California and laid the groundwork for Brown v. Board of Education of Topeka. As part of this project, she guided a team that collected 147 legal documents from local and national archives and transcribed hours of taped interviews. Moved by her students' experiences at CSULA, due to the constraints on federal grants and loans, she hopes to re-interpret the promise of Mendez by emphasizing the role of higher public education in achieving or abridging social mobility.
|Writing in the Asylum: Student Poets in City Schools. New York: Teachers College Press||2004|
|McCormick, Jennifer and César J. Ayala. "Felícita La Prieta Méndez (1916-1998) and the end of Latino school segregation in California." Centro: Journal of the Center for Puerto Rican Studies 19(2) (Fall): 12-35||2007|
|Reading Langston Hughes. California English. 15 (5) 20-24||2010|
|Transmediation in the Language Arts Classroom: Creating Contexts for Analysis and Ambiguity. Journal of Adolescent & Adult Literacy. 54, 8, 579-587||2011|
|McCormick, J. & Ozuna, S. Community Partnerships: Working Across Institutions to Support Parent Advocacy and Education. 2012 Yearbook of Urban Learning, Teaching, and Research. 26-32||2012|
Ph.D. English Education May, 1999
- New York University
New York, New York