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Katherine Schultz
Associate Professor
Director, Center for Collaborative
Research and Practice in Teacher Education
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Education
1977: B.S., Environmental Education, cum laude, Yale
University
1978: M.Ed., Elementary Education, Lesley College/Shady Hill
School
1991: Ph.D., Reading, Writing, and Literacy, Graduate School
of Education, University of Pennsylvania
Areas of Expertise
Teacher education & professional development
Literacy teaching & learning
Urban education
Gender and education
Professional Biography
After working as a classroom teacher and principal in
Philadelphia elementary schools for ten years, Dr. Schultz received her Ph.D.
in Reading, Writing, and Literacy at Penn GSE. As a postdoctoral student at the
University of California, Berkeley, she investigated workplace literacy and
worked on a project on literacy and identity for young women making the
transition from an urban high school to the workplace, funded by the Spencer
Foundation and the National Academy of Education. She was an assistant
professor for three years at the School of Education at the University of
Delaware, where she initiated a project on race relations in a
post-desegregated middle school. In 1997, Dr. Schultz joined the Penn GSE
faculty and received the School’s Excellence in Teaching Award in 2001. She was
invited to be a scholar in the first cohort of the Carnegie Academy for the
Scholarship of Teaching and Learning for K–12 teachers and teacher educators. Dr.
Schultz worked with Penn GSE graduate students to initiate Penn GSE
Perspectives on Urban Education, an on-line journal that brings together
educational research, policy, and practice and provides opportunities for
public dialogue on urban education. She is the university director of the
Philadelphia Writing Project, an organization that works with more than 500
teachers in the School District of Philadelphia. Currently she serves as
director of
the Center for Collaborative Research and Practice in Teacher
Education and director of Teacher Education.
Research Interests and Current Projects
Dr. Schultz’s current research direction is to use students’
perspectives on schooling to inform and re-envision urban teacher education
programs. Her interests focus on urban teaching and learning, urban teacher
education, including urban literacy practices in and out of school; gender,
identity, and schooling; and the discourses of “race” among students,
pre-service, and experienced teachers. She is involved in two strands of
research. One examines the pathways of new teachers entering public schools and
the experiences of early career teachers. This includes two projects: one that
examines the ways in which graduates from Penn’s teacher education programs
translate what they have learned into classroom practice and a second that
investigates how teachers in the Teach for America program learn to teach while
teaching. A second research strand documents the introduction of literacies
across multimodalities into an urban classroom in order to bridge students’
home, community, and school identities and literacy practices, while
investigating the ways that these practices support and add to the district’s
core curriculum. In addition, she is working with two multimedia website
projects to represent teaching for new and experienced teachers and teacher
educators. One project is sponsored by the Carnegie Foundation and the other by
IBM. Her book, Listening: A Framework for Teaching across Differences (2003),
documents her empirical research in K–12 settings and teacher education and
provides a conceptual framework for envisioning teaching as listening. She is
currently exploring and writing about the role of silence in teaching and
learning.
Dr. Schultz will be on leave for the 2007-08 academic year.
Courses Taught
EDUC 520: Teaching Literacy in Elementary Classrooms
EDUC 590: Gender and Education
EDUC 619: Critical Issues in Contemporary Urban Education
EDUC 545: Seminar in Teacher Education
Selected Publications
Schultz, K. (2006). Qualitative research on writing. In C.
A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing
Research. New York: Guilford Press.
Schultz, K., & Fecho, B. (2005). Literacies in
adolescence: An analysis of policies from the United States and Queensland,
Australia. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D.
Livington (Eds.), International Handbook for Educational Policy. The
Netherlands: Kluwer Academic Publishers.
Schultz, K., Buck, P., & Niesz, T. (2005). Authoring
“race”: Writing truth and fiction after school. Urban Review, 37(5): 469-489.
Schultz, K. (2003). Listening: A framework for teaching
across differences. New York: Teachers College Press.
Hull, G., & Schultz, K. (Eds.) (2002). School’s out!:
Bridging out-of-school literacies with classroom practice. New York: Teachers
College Press.
Schultz, K. (2002). Looking across space and time: Reconceptualizing literacy
learning in and out of school. Research in the Teaching of English.
Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A
review of theory and research. Review of Educational Research, 71(4):
575-611.
Schultz, K. (2001). Constructing failure, narrating success: Rethinking the
“problem” of teen pregnancy. In Teachers College Record. 103(4), 582–607.
Schultz, K., Buck, P. & Niesz, T. (2000). Democratizing conversations:
Discourses of “race” in a post-desegregated middle school. In American Education
Research Journal, 37(1), 33–65.
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