Rebecca Light Curriculum Vitae

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1 Fall 2010 Page 1 of 6 Rebecca Light Curriculum Vitae Work Contact Information Home Contact Information New York University 158 West 84 th Street Department of Teaching and Learning Apartment 4D 239 Greene St. New York, NY New York, NY Phone: Phone: EDUCATIONAL BACKGROUND Ph.D. in Teaching and Learning (Emphasis: Early Childhood Education) New York University, September 2010 Advisor: Dr. Patricia Cooper Research Interests: Language use in early childhood education, teacher education Dissertation Title: Preschool as Language Apprenticeship: Opportunities for Induction into the Discourse of School Master of Arts in Education (Emphasis: Early Childhood Special Education) Saint Louis University, May 2005 Advisor: Dr. Linda Bufkin Master s Thesis: Explicit Social Language Instruction for Children in Early Childhood Settings Bachelor of Arts in Early Childhood and Elementary Education Washington University in St. Louis, May 2002 Magna Cum Laude Advisor: Dr. Rebecca Rogers Honors Thesis: Writing Development Through Funds of Knowledge: Privileging Local Knowledge in a Fifth-Grade Classroom. TEACHING EXPERIENCE University Level Teaching and Supervising Experience (All courses conducted at New York University s Steinhardt School of Culture, Education, and Human Development) Instructor (Master s Level Courses) Science and Social Studies For the Young Child (Spring 2011) Language and Literacy in the Early Years (Spring 2011) Curriculum in Early Childhood Education: Theory and Methods (Fall 2007, Fall 2010, Spring 2011)

2 Fall 2010 Page 2 of 6 Curriculum in Early Childhood Education: Materials and Practice (Fall 2007) Integration Seminar in Early Childhood Education I (Fall 2008) Instructor (Undergraduate Level Courses) Learning Experience in Family, School, and Community (Fall 2008, Fall 2009, Fall 2010) New Student Seminar (Fall 2008) Integrated Curricula in Early Childhood/Special Education II: Science and Social Studies (Fall 2009) Teaching Assistant (Master s Level Courses) Foundations of Reading and Writing Education (Fall 2008) Text, Tools, and Culture (Spring 2008) Teaching Assistant (Undergraduate Level Courses) Integrated Curricula in Early Childhood/Special Education: Science, Social Studies, Drama and Art (Spring 2008) Instructional Strategies for Supporting Diverse Learners in Early Childhood Settings I (Spring 2008) Field Supervisor for Student Teachers P.S. 10 Elementary School (Spring 2011) Williamsburg YWCA Early Learning Center (Summer 2007, Summer 2008, Summer 2009, Summer 2010, Fall 2010) P.S. 3 Elementary School (Spring 2010) Early Childhood Teaching Experience Webster Groves Early Childhood Education Center Multi-Age Teacher (Fall 2003-Spring 2006) Team taught a multi-age 3-5 year-old full day pre-school room Collaborated with special educators to support the inclusive environment Designed and implemented authentic assessments Collaborated with families to support developmentally appropriate practice Advised student-teachers

3 Fall 2010 Page 3 of 6 Wyman Elementary School, St. Louis, MO (St. Louis Public School District) Multi-Age Teacher, (Fall Spring 2003) Taught a multi-age classroom consisting of 9 second graders and 8 first graders Used balanced literacy approach to address varying levels of reading ability Used constructivist approach to teach math and science Created inclusive environment to meet varying needs of students Built relationships with parents and guardians Participated in several professional developments related to using the school garden in teaching science RESEARCH INTERESTS Language development in early childhood Social language development Connections between home and school discourse Teacher education (pre-service and in-service) UNIVERSITY POSTIONS HELD Department of Teaching and Learning, New York University, New York, NY Early Childhood Education Program Visiting Assistant Professor (Fall 2010-Present) Teaches courses at the undergraduate and graduate level Visit and identifies sites for student teacher placements Supervises student teachers in the field Department of Teaching and Learning, New York University; New York, NY Research Assistant, (Fall Spring 2009) Created data entry documents Compiled literature reviews Revised documents for submission for publication Child and Family Policy Center, New York University; New York, NY Literacy Coach/Research Assistant, (Fall Spring 2008) Worked weekly with preschool teachers involved Early Reading First project Collected ongoing data on teacher implementation and child progress Reviewed data and assisted in planning changes in implementation based on findings Presented data at annual Early Reading First Conference (see presentations) Department of Education, Washington University; St. Louis, MO Research Assistant, (Spring Spring 2002) Worked as a research assistant to Dr. Rebecca Rogers Participated in research on integrating local knowledge into traditional curriculums Conducted observations at and interviews with research participants

4 Fall 2010 Page 4 of 6 Completed an Honors Thesis related to the data gathered from the project Presented findings at NCTE Assembly for Research Conference (see presentations) The Literacy for Social Justice Teacher Research Group Teacher/Researcher (Fall 2001-Fall 2002) Participated as a classroom teacher and researcher Gathered and shared data in the classroom for action research Participated in discussion and analysis of data shared by other teachers Formally presented findings to the group Contributed to a chapter to a book published about the group (see publications) WRITTEN RESEARCH/PUBLICATIONS Smith, S., Murphy, D., Dennis, S., Davidson, S. & Light, R. (2009). Providing extra supports for language and literacy development to struggling learners in preschool. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 12(3), Light, R. (2009). Writing our way to cultural understandings. In R. Rogers, M.A. Kramer, & M. Mosely (Eds.), Designing Socially Just Learning Communities: Critical Literacy Education Across the Lifespan (pp ). New York: Routledge. Rogers, R., Kramer, M. A., Mosley, M., Fuller, C., Light, R., Nehart, M., Jones, R., Beaman-Jones, S., DePasquale, J., Hobson, S., Thomas, P.(2005). Professional Development as Social Transformation: The Literacy for Social Justice Teacher Research Group. Language Arts, 82(5), Rogers, R. & Light, R, Curtis, L. (2004c). Anyone Can be an Expert in Something : Exploring the Complexity of Discourse Conflict and Alignment in a 5th Grade Classroom. Journal of Literacy Research, 36(2), PRESENTATIONS Light, R. (2010). Preschool as Language Apprenticeship: Opportunities for Induction into the Discourse of School. Study was presented at round table session: American Educational Research Association Annual Meeting. Denver, CO. Light, R. (2009). Preschool as Language Apprenticeship: Opportunities for Induction into the Discourse of School. Research design workshopped at invited Division K Graduate Seminar: American Educational Research Association Annual Meeting. San Diego, CA. Smith, S., Davidson, S., & Light, R. (2008). Focused Coaching: Guiding Teachers to

5 Fall 2010 Page 5 of 6 Improve Practices That Promote Preschoolers Language and Literacy. Invited session at Early Reading First s Annual Meeting. New Orleans, LA. Literacy for Social Justice Teacher Research Group. (2007). Designing Socially Just Learning Communities: Teacher Inquiry and Action Research. Presented at the University of Pennsylvania s Ethnography in Education Research Forum. Light, R. & Benson, S. (2005). Implementing an Author Study in a Pre-School Classroom. Breakout session at Conference on the Young Years. Lake of the Ozarks, MO. Light, R. (2003). Developing Literate Identities Through Funds of Knowledge: Writer s Workshop in a Fifth Grade Classroom. Poster presented at Washington University Department of Education Annual Research Forum. St. Louis, MO. Light, R. (2002). Accessing Funds of Knowledge in a Fifth-Grade Classroom. Presented to The Literacy for Social Justice Teacher Research Group. St. Louis, MO. Rogers, R. & Light, R. (2002). Using local literacies to challenge traditional notions of power and knowledge in a fifth grade classroom. Paper presented at the annual meeting of National Council Teachers English, NY: NY. TEACHING CERTIFICATES Professional Certificate I in Elementary Education (Grades 1-6) Issued by the state of Missouri, May 2002 Renewed in May 2005 Professional Certificate I in Early Childhood Education (Grades Pre-K 3) Issued by the state of Missouri, May 2002 Renewed in May 2005 Professional Certificate I in Early Childhood Special Education (Ages 0-7) Issued by the state of Missouri, May 2005 PROFESSIONAL ORGANIZATIONS New York State Association for the Education of Young Children National Association of the Education of Young Children Council for Exceptional Children American Educational Research Association

6 Fall 2010 Page 6 of 6 REFERENCES Patricia Cooper, Ph.D. Assistant Professor, Queens College, CUNY Department of Elementary and Early Childhood Education (718) Maris Krasnow, Ed.D. Clinical Associate Professor of Early Childhood Education, New York University Steinhardt School of Culture, Education, and Human Development (212) Sheila Smith, Ph.D. Project Director, Columbia University National Center for Children in Poverty (NCCP) (646)

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