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Susan L. Lytle
Associate Professor
Chair, Language
and Literacy
in Education Division
Director, Program in Reading/Writing/Literacy
Founding Director, Philadelphia Writing Project
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Education
1964: B.A. English (Honors Program), Cum Laude, Cornell University
1968: M.A. English/Education, Stanford University
1982: Ph.D. Language in Education, Graduate School of Education, University of Pennsylvania
Areas of
Expertise
Literacy and learning
Practitioner inquiry
Teacher education and professional development
Urban education
Professional
Biography
Dr. Lytle began her career in education as an English
teacher in public secondary schools in
Massachusetts
and
California and as a Peace
Corps volunteer in
Manila,
Philippines.
At Penn since the early 1970s, she began as a supervisor of secondary English
interns and later, as a faculty member, was co-holder of the Joseph L. Calihan
Term Chair in Education, awarded for her collaborative research on teacher
inquiry. She is currently chair of the Language and Literacy in Education
division and director of the Reading/Writing/Literacy program. Dr. Lytle is
also the founding director of the Philadelphia Writing Project (PhilWP), a
teacher collaborative project with the
School
District of
Philadelphia.
PhilWP has been the primary site of her research, for which she has received a
number of major grants, including one from the Spencer Foundation on teacher
inquiry and the epistemology of teaching and another from the Spencer and
MacArthur Foundations for professional development and teacher leadership in
urban secondary schools.
Committed to improving the quality of teaching and learning
at all levels of education, including colleges and universities, Dr. Lytle has
published widely on literacy and urban teacher education. She has worked
closely with urban K–12 teachers, community college/university faculty, and
adult educators to design and implement a variety of inquiry-based
collaborative field-university projects focused on issues of literacy, culture,
pedagogy, and social justice. Her co-authored book, Inside/Outside: Teacher Research and Knowledge (Teachers College
Press, 1993), received the AACTE Outstanding Professional Writing Award in
1995. Dr. Lytle is a past president of the National Conference on Research in
Language and Literacy and of the NCTE Assembly on Research.
Research Interests
and Current Projects
Dr. Lytle’s research interests include the professional
development of teachers, literacy learning in adolescence and adulthood,
teacher leadership, the literacies of women, and practitioner inquiry. Her work
concerns the relationships of inquiry, professional knowledge and practice;
critical and feminist theory, research, and pedagogy; teacher networks; and
school/university partnerships. She has just completed a study of teaching and
teacher leadership in urban secondary schools with a grant from the
Spencer-MacArthur Foundations. She is co-editor of the Practitioner Inquiry
Series of Teachers College Press.
Courses Taught
EDUC 834: Theories of
Reading
EDUC 737: Research in Teaching Writing
EDUC 629: Teaching English/Language/Literacy in Middle and
Secondary Schools
EDUC 671: Adult Literacy
EDUC 669: Seminar in Practitioner Inquiry
EDUC 545: Introduction to Practitioner Inquiry
Selected Publications
Cochran-Smith, M. and Lytle, S.L. (2006). Troubling images
of teaching in No Child Left Behind. Harvard
Educational Review, 76(4).
Lytle, S.L. (2006). The literacies of teaching urban
adolescents in these times. In D.
Alvermann, et al. (Eds.), Reconceptualizing
the Literacies in Adolescents’ Lives.
Mahwah,
NJ: Erlbaum.
Cochran-Smith, M., & Lytle, S.L. (2004). Practitioner
inquiry, knowledge, and university culture. In J. Loughran, et al. (Eds.), International handbook of research in
self-study of teaching and teacher education practices. Kluwer Publishers.
Lytle, S. (2001). Beyond certainty: Taking an inquiry stance
on practice. In A. Lieberman and L. Miller (Eds.), Teachers caught in the action: Professional development that matters.
New York: Teachers College Press.
Lytle, S. (2000). Teacher research in the contact zone. In Handbook of reading research, Volume III.
Lytle, S., & Cochran-Smith, M. (1999). Relationships of
knowledge and practice: Teacher learning in communities. Review of Research in Education.
Lytle, S., & Botel, M. (1998, 1990).
Pennsylvania Comprehensive Reading/Communication Arts
Plan II.
Harrisburg,
PA: Department of Education, Communications
Division,
Commonwealth of
Pennsylvania.
Lytle, S., & Cochran-Smith, M. (1993). Inside/Outside: Teacher research and
knowledge.
New York: Teachers
College Press.
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