ࡱ>   3bjbjR!R! 30K_0K_<D\ f rrr8<"c#H$.,%,%,%&'D(T(,ucwcwcwcwcwcwc$ficr('"&'((crr,%,%c...(r,%r,%uc.(uc..n LN!b+"'M acc0cGM8j+8j@NN8jrP.(((ccV-(((c((((8j(((((((((X ": Curriculum Vitae Jacquelynn S. Popp Associate Professor of Education °ϲʿ  HYPERLINK "mailto:popp@lakeforest.edu" popp@lakeforest.edu AREAS OF SPECIALIZATION AND INTEREST K-12 literacy teaching and learning, disciplinary literacy, historical inquiry, social justice teaching, culturally sustainable pedagogy, teacher professional growth, teacher reflection, teacher professional learning communities, curriculum development, qualitative research methodology EDUCATION Ph.D., Learning Sciences, 2016 University of Illinois at Chicago, Chicago, IL Dissertation: A Case Study of One History Teachers Problem Solving in the Context of Collaborative Reflection. ( HYPERLINK "https://indigo.uic.edu/articles/thesis/A_Case_Study_of_One_History_Teacher_s_Problem_Solving_in_the_Context_of_Collaborative_Reflection/10951028" Link) Dissertation committee: Dr. Susan R. Goldman (chair), Dr. Taffy E. Raphael, Dr. Cynthia Shanahan, Dr. Joshua Radinsky, Dr. Donald Wink B.A., Psychology and Education double major, German minor, 1997 University of St. Thomas, St. Paul, MN Graduated summa cum laude Studied abroad at University of Trier, Germany, Spring 1995 UNIVERSITY APPOINTMENTS Associate Professor of Education, 2022-present Assistant Professor of Education, 20172022 Visiting Assistant Professor of Education, 2016-2017 °ϲʿ, Lake Forest, IL FIYS 173: Am I a Normal Kid? Analyzing Messages of Power and Cultural Hegemony in Youth Texts: Plan and teach first-year studies course focused on supporting students college-level research and writing skills through analysis of underlying messages about culture, power, and oppression in everyday youth texts. EDUC 210: Observing the Schooling Process: Plan and teach an introductory course for undergraduate elementary and secondary education majors and minors focused on teaching-learning process from elementary through high school. Students observe, analyze, and discuss a variety of educational environments, including classrooms with exceptional students and classrooms in multicultural settings. The course includes a major focus on developing competencies in educational library research and writing skills. EDUC 215: Instructional Communication Theory and Practice: Plan and teach introductory course for undergraduate elementary and secondary education majors and minors focused on a) applying socio-linguistic theory to the understanding of learning in academic settings, and b) practicing methods and strategies toward becoming more effective communicators in academic settings. EDUC 303/403: Reading Methods in the Elementary School: Plan and teach methods course for undergraduate and masters level elementary preservice teachers focused on theories of language acquisition and characteristics of language development as they relate to teaching reading and the language arts, including research-based practices related to teaching reading comprehension, vocabulary, fluency, grapho-phonemic skills, and writing. EDUC 304/404: Elementary Fieldwork and Seminar: Observe and supervise undergraduate and masters level elementary preservice teachers in half-day fieldwork practicum. Plan and teach accompanying seminar. EDUC 313/314: Reading Methods in Content Areas: Plan and teach methods course for undergraduate and masters level secondary preservice teachers focused on multiple approaches to literacy teaching and learning, characteristics of language development and its relation to intellectual development in the disciplines, and the application of literacy instructional models in the content areas. The course includes a focus on teaching exceptional students, especially English language learners. EDUC 315/415: Middle School Fieldwork and Seminar: Observe and supervise undergraduate and masters level secondary and K-12 preservice teachers in half-day middle school fieldwork practicum. Plan and teach accompanying seminar. EDUC 406/506: Teaching Adolescent Students: Observe and supervise undergraduate and masters level elementary, secondary, and K-12 preservice teachers in content area endorsement fieldwork practicum. Plan and teach accompanying seminar. EDUC 416/516: Elementary and Middle School Literacy and Social Studies: Plan and teach advanced course for undergraduate and masters level elementary preservice teachers focused on a) research-based content area literacy practices and curriculum instruction planning, and b) theoretical and philosophical frameworks for curriculum design, instructional approaches, and assessment in social studies. EDUC 417/517: Elementary and Middle School Math and Science: Plan and teach advanced course for undergraduate and masters level elementary preservice teachers focused on theoretical and philosophical frameworks for curriculum design, instructional approaches, and assessment in math and science. EDUC 418/518: Elementary Student Teaching and Seminar: Observe and supervise undergraduate and masters level elementary preservice teachers in full-day student teaching fieldwork. Co-plan and co-teach accompanying seminar. Support student teachers in preparing for and submitting Illinois teacher performance assessment (edTPA) for state licensure. EDUC 502: Teacher Action Research Project: Plan and teach advanced course for masters level elementary and secondary preservice teachers focused on candidates conducting a teacher action research project within the context of their student teaching placement. Adjunct Instructor, Fall 2015, Spring 2016 Northeastern Illinois University, Chicago, IL LTCY 511: Research Seminar in Literacy Education: Planned and taught masters level course for elementary and secondary teachers in Literacy Education program. Coursework focused on understanding, conducting, and evaluating educational research methodologies to increase knowledge base and inform practice. Designed and implemented course objectives, tasks, and assessments in alignment with evidence-based accreditation standards (CAEP, ILA) and contributed to writing the universitys Specialized Professional Associations (SPA) report. Teaching Assistant, Fall 2013 University of Illinois at Chicago, Chicago, IL CI535: Studies in Literacy Research and Teacher Inquiry: Assisted instructor in planning and teaching masters level course for elementary and secondary teachers in the Literacy, Language and Culture program. Coursework focused on helping teachers gain deeper understandings of literacy research topics and methodologies and develop skills in designing and conducting literacy research. Adjunct Instructor, Summer 2010 Teaching Assistant, Spring 2010 University of Illinois at Chicago, Chicago, IL CI503: Foundations of Literacy Instruction, K-8: Planned and taught masters level course for elementary teachers in the Literacy, Language and Culture program. Coursework covered research-based theoretical models for instructional practices and assessment tools in comprehension, writing, fluency, and word knowledge. RESEARCH EXPERIENCE Co-Principal Investigator, 2020-present Elementary Preservice Teachers Beliefs about Literacy Instruction °ϲʿ, Lake Forest, IL Co-principal investigators: Dr. Poonam Arya, Wayne State University; Dr. Xiufang Chen, Rowan University; Dr. Christine Leighton, Emmanuel College; Dr. Carin Appleget, Creighton University; Dr. Tori Hughes, University of Georgia; Dr. Crystal Rose, Tarleton State University; Kiersten Giunco, Boston College Design and participate in cross-institutional, cross-national focus group interviews with preservice elementary teachers to understand their views about literacy components, literacy pedagogy, students they work with, and how all of these intersect with each other. Data collection includes audio/video recordings of and field notes from focus group interviews conducted via a remote platform (Zoom). Principal Investigator, 2019-present Social Justice Historical Literacies Professional Development Teacher Network °ϲʿ, Lake Forest, IL Undergraduate Research Assistant: Adriana Jovsic, 22 Lead a small group of middle school social studies teachers who meet regularly to support each other in improving their curriculum and teaching. The focus of participating teachers professional growth is designing and integrating curriculum to facilitate students awareness of, reflection on, and informed responses to issues of social justice over time through close reading and evidence-based interpretation of historical and contemporary sources/texts. Data collection occurs in multiple contexts, such as during monthly collaborative professional development meetings, teacher interviews, and observations in teachers classrooms. Co-Principal Investigator, 2020-2021 Teacher Educators Culturally Sustaining Teaching and Activism °ϲʿ, Lake Forest, IL Co-principal investigators: Dr. Dawn Castagno-Dysart, Minnesota State University, Mankato, MN; Dr. Xiufang Chen, Rowan University, Glassboro, New Jersey; Lauren Fletcher, University of Louisville, Louisville, LA; Erica S. Holyoke, University of Texas, Austin, Texas; Dr. Crystal Rose, Tarleton State University, Stephenville, TX Design and participate in a cross-national, multi-institutional collaborative self-study with a group of teacher educators/researchers. The focus of our self study is building knowledge and improving enactments of culturally sustaining teaching and activism in our own professional practice. Data collection includes audio/video recordings and field notes from biweekly whole group meetings and critical partner meetings as well as weekly written journal reflections with critical partner responses. Co-Principal Investigator, 2018 Social Studies Teachers Textual Decisions °ϲʿ, Lake Forest, IL Co-principal investigator: Dr. Paula Di Domenico, Leyden School District 212 Undergraduate Research Assistant: Joanna Mahklouf, 21 Conducted classroom observations and pre and post interviews in nine middle school and four high school teachers social studies classrooms to explore teachers decisions and rationale for their decisions about texts to support students historical meaning making. Research Assistant, 2010-2016 Project READI University of Illinois at Chicago, Chicago, IL Principal investigator: Dr. Susan R. Goldman Supported 6th-12th grade Social Studies/History teachers in the iterative design and implementation of curriculum aimed at helping students engage in argumentation with multiple sources. Conducted classroom observations and pre-observational planning and post-observational debriefing meetings with teachers to collaboratively reflect on the design and implementation of their curriculum. Co-designed and facilitated professional development to support history teachers learning about argumentation and disciplinary literacy. Collaborated with colleagues in collecting, cataloguing, and analyzing data and reporting findings from analyses related to student and teacher learning and the curriculum design process in science, history, and literature. Collaborated with educators and researchers in the development of teacher-friendly educative curricular materials for online public access. These curriculum module technical reports were aimed at supporting middle school and high school students historical inquiry and helping teachers deepen their understanding of standards-based history instruction. Research Assistant, 2009-2010 Partnership READ University of Illinois at Chicago, Chicago, IL Principal investigator: Dr. Taffy E. Raphael Supported literacy coordinators, teachers, and principals in Chicago Public Schools in implementing and sustaining the Standards-Based Change Process - a whole-school, systematic approach for evidence-based student learning. Engaged in ongoing data collection and analysis of and reporting about teacher collaborative meetings. CONSULTING EXPERIENCE Consultant, 2010-2014 SchoolRise, LLC Chicago, IL School Liaison (2011-2014): Designed and provided professional development, facilitated educator collaborative groups, and consulted with school administrators to support PreK-8th grade schools in the school reform process and to build educator knowledge in multiple subject areas, including literacy, math, disciplinary literacy, and the Common Core State Standards. Chicago Public Schools Professional Development Facilitator (2010-2012): Worked with district personnel to plan and facilitate professional development aimed at building PreK-8th grade educator knowledge and constructing curriculum and assessments around the Common Core State Standards. Independent Consultant, 2011 Horace Greeley Elementary School Chicago, IL Worked with administrators to develop school-wide goals and planned and facilitated professional development aimed at supporting teachers understanding of the Common Core State Standards. K-12 TEACHING EXPERIENCE Third Grade Teacher, 1999-2000 Washburn Elementary School, Bloomington, MN Second Grade Teacher, 1997-1999 St. Peters School, North St. Paul, MN OTHER WORK EXPERIENCE Assistant Office Manager, 2001-2009 Colemont Insurance Brokers, Chicago, IL Immigration Services Coordinator, 2000-2001 South-East Asia Center, Chicago, IL GRANTS Odugu, D., Buenrostro, P., Popp, J.S., Steinseifer, B., Mikkila, N., Edgar, S., Martin, Z., Batzell, R., Groeger, C., Maine, A., Shah, N., Sanchez-Burr, D., Bousquot, A., Everhart, D., Vollman, E., & Walkocz, V. (2022). Assets As Pedagogy: Waukegan School District and °ϲʿ Teacher Community Project. Associated Colleges of the Midwest Institutionalizing Community-Based Pedagogies in the Liberal Arts. $13,250 Awarded. Popp, J.S., & Brock, C.H. (2019). Historical Inquiry Teacher Professional Development Network. National Council of Teachers of English Research Foundation Grant. Unfunded. Popp, J.S. (2018). Historical Inquiry Teacher Professional Development Network. Illinois Humanities. Unfunded. Illinois Council for History Education (co-authored) (2018). Pop-Up Professional Development Grant. Illinois Humanities. Unfunded. AWARDS Area Chair Best Paper Award: Popp, J.S. (2020). Middle-school teachers collaborative conceptualizations and agentive enactments of social justice historical literacies. Paper presented as part of symposium: Co-constructing dialogic spaces that promote agency in school/university literacy professional development partnerships at the Literacy Research Association conference, virtual platform. Symposium won the Best Paper Area 1 Award. PUBLICATIONS Goldman, S.R., & Popp, J.S. (2022). Transforming sixth grade social studies from just the facts to historical inquiry: A case study of teacher learning. The History Teacher, 56(1), 41-75. HYPERLINK "https://www.societyforhistoryeducation.org/pdfs/N22_Goldman_and_Popp.pdf"https://www.societyforhistoryeducation.org/pdfs/N22_Goldman_and_Popp.pdf Chen, X., Fletcher, L., Castagno-Dysart, D., Popp. J.S., Holyoke, E.S., & Rose, C.R. (2022). Teacher educators culturally sustaining pedagogy and activism in practice: A multi-institutional collaborative self-study. Educational Research and Development Journal, 25, 2, 32-52.  HYPERLINK "https://www.viethconsulting.com/members/publication/new_waves_article.php?aid=56311883" https://www.viethconsulting.com/members/publication/new_waves_article.php?aid=56311883 *Stensberg, O. & *Jackson, K. with Popp, J.S. as faculty mentor/supervisor (2022). The cultural hegemony of fashion: What jean advertisements portray as normal. Undergraduate Research Journal, 2, 2, 50-65.  HYPERLINK "https://kb.gcsu.edu/undergraduateresearch/vol2/iss2/23/" https://kb.gcsu.edu/undergraduateresearch/vol2/iss2/23/ Popp, J.S., Di Domenico, P., & *Jovsic, A. (2022). Too much I do or a constructive level of we do? One teachers intentional use of heavy scaffolding. Iowa Journal for the Social Studies, 30, 2(Summer), 165-189.  HYPERLINK "https://www.iowasocialstudies.org/resources/Documents/IJSS%20Summer%202022%2030(2).pdf" https://www.iowasocialstudies.org/resources/Documents/IJSS%20Summer%202022%2030(2).pdf Popp, J.S., Montgomery, J., Hoard, J., & Brock, C. (2021). Transforming social studies curriculum to integrate a social justice framework. Social Studies Research and Practice, 16(2), 158-171.  HYPERLINK "https://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2020-0034/full/html" https://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2020-0034/full/html Popp, J.S., Di Domenico, P.M., & *Makhlouf, J. (2021). Teachers perspectives about students productive textual engagement in Social Studies. Reading Horizons, 60(1), 25-53.  HYPERLINK "https://scholarworks.wmich.edu/reading_horizons/vol60/iss1/3" https://scholarworks.wmich.edu/reading_horizons/vol60/iss1/3 Popp, J. S.(2021).Evolving problems of practice: How a teachers reflective courses of action contributed to her learning and change.Action in Teacher Education, 43(4), 392-410.  HYPERLINK "https://doi.org/10.1080/01626620.2021.1883152" https://doi.org/10.1080/01626620.2021.1883152 Popp, J.S. (2018). Teachers text selections and explanations about text selection and use in history/social studies. Literacy Research: Theory, Methods, and Practice, 67, 179-295.  HYPERLINK "https://doi.org/10.1177%2F2381336918786891" https://doi.org/10.1177%2F2381336918786891 Popp, J.S., & Hoard, J. (2018). Supporting elementary students sourcing of historical texts. The Reading Teacher, 72, 301-311.  HYPERLINK "https://doi.org/10.1002/trtr.1715" https://doi.org/10.1002/trtr.1715 Popp, J.S., & Goldman, S.R. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education, 59, 347-359.  HYPERLINK "https://doi.org/10.1016/j.tate.2016.06.007" https://doi.org/10.1016/j.tate.2016.06.007 Ko, M.L., Goldman, S.R., Radinsky, J., James, K., Hall, A., Popp, J.S., Bolz, M., & George, M. (2016). Looking under the hood: Productive messiness in design for argumentation in science, literature, and history. In V. Svihla & R. Reeve (Eds.) Untold Story: Design as Scholarship in the Learning Sciences. (pp. 71-82). New York, NY: Routledge. Raphael, T.E., Au, K.H., & Popp, J.S. (2013). Transformative practices for literacy teaching and learning: A complicated agenda for literacy researchers. In S. Szabo, L. Martin, T. Morrison, L. Haas, and L. Garza-Garcia (Eds.), Literacy Is Transformative. Association of Literacy Educators and Researchers Yearbook, Volume 35.  HYPERLINK "https://files.eric.ed.gov/fulltext/ED552939.pdf" https://files.eric.ed.gov/fulltext/ED552939.pdf Boyd, F. B., Sullivan, M.P., Popp, J.S., & Hughes, M. (2012). Vocabulary instruction in the disciplines. Journal of Adolescent and Adult Literacy, 56, 1, 18-22.  HYPERLINK "https://doi.org/10.1002/JAAL.00097" https://doi.org/10.1002/JAAL.00097 Sullivan, M. P., Popp, J. S., & Raphael, T. E. (2010). Book review of Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy, edited by K. Hall, U. Goswami, C. Harrison, S. Ellis and J. Soler. Literacy, 45(2), 98. PUBLICATIONS IN PROGRESS Arya, P., Rose, C.R., Chen, X., Appleget, C., Giunco, K., Golden Hughes, T. Leighton, C.M., Popp, J.S., (submitted). A framework for examining elementary preservice teachers beliefs about literacy instruction. Action in Teacher Education. Leighton, C.M., Guinco, K., Popp, J. S., Golden Hughes T., Appleget, C., Arya, P., Chen, X., & Rose, C. (submitted). Elementary preservice teachers expressions of agency around literacy. Teacher Development. Popp, J.S., Appleget, C., Golden Hughes T., Rose, C., Leighton, C.M., Guinco, K., Arya, P., Chen, X. (in progress). We are not robots: Elementary pre-service teachers focus group talk about problems of practice around literacy. Mid-Western Educational Researcher. Popp, J.S. (in progress). From the elephant in the room to the new normal: A white teachers complex change process for addressing race with her middle school social studies students. Journal of Language and Literacy Education. CURRICULUM MODULES AND TECHNICAL REPORTS Popp, J.S., Golub, M., & Shanahan, C. (2020). The Progressive Era. A module plan for College of DuPage Transitional English Project. Hoard, J., Popp, J.S., & Project READI History Team. (2016).Artifacts Module: An Introduction to the Role of Sources in Making Evidence-Based Claims about the Past. Middle School, 6th Grade.  HYPERLINK "https://www.projectreadi.org/publications/cm-tr/" https://www.projectreadi.org/publications/cm-tr/ Hoard, J., Popp, J.S., & Project READI History Team. (2016).Current Events- Ferguson Riots 2014. An Introduction to Reading Closely with a Historical Lens. Middle School, 6th Grade.  HYPERLINK "https://www.projectreadi.org/publications/cm-tr/" https://www.projectreadi.org/publications/cm-tr/ Hoard, J., Popp, J.S., & Project READI History Team. (2016). Ancient Egypt. Middle School, 6th Grade.  HYPERLINK "https://www.projectreadi.org/publications/cm-tr/" https://www.projectreadi.org/publications/cm-tr/ Hoard, J., Popp, J.S., & Project READI History Team. (2016).Ancient Mesopotamia. Middle School, 6th Grade.  HYPERLINK "https://www.projectreadi.org/publications/cm-tr/" https://www.projectreadi.org/publications/cm-tr/ RESEARCH CONFERENCE PAPERS/PRESENTATIONS Appleget, C., Giunco, K., Golden Hughes, T., Leighton, C., Arya, P., Chen, X., Rose, C.R., Popp, J.S., & Van Wig, A. (2023). Literacy Preservice Teachers Beliefs, Problems of Practice, and Emerging Agency: A Call for Dialogue between Teacher Educators. Alternative session proposed for the Literacy Research Association Conference, Atlanta, GA. Popp, J. S., Guinco, K., Golden Hughes T., Leighton, C.M., Appleget, C., Arya, P., Chen, X., & Rose, C. (2023). We are not robots: Elementary pre-service teachers focus group talk about problems of practice around literacy instruction. Paper presented for the American Educational Research Association annual conference, Chicago, IL. Appleget, C., Arya, P., Popp, J.S., Giunco, K., Golden Hughes, T. Leighton, C.M., Rose, C., & Chen, X. (2022). Teacher agency: Literacy preservice teachers making decisions and finding purpose. Roundtable paper presented for the Literacy Research Association annual conference, Phoenix, AZ. Chen, X., Arya, P., Appleget, C., Giunco, K., Golden Hughes, T. Leighton, C.M., Popp, J.S., & Rose, C. (2022). Envisioning Their Future Classrooms: Elementary Preservice Teachers Beliefs about Literacy Instruction. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA. Chen, X., Fletcher, L., Castagno-Dysart, D., Popp, J.S., Holyoke, E.S., & Rose, C.R. (2021). Are we practicing what we teach?: A multi-institution self-study on activism and culturally sustaining pedagogy. Paper presented at the American Educational Research Association Annual Meeting, virtual platform. Popp, J.S. (2020). Middle-school teachers collaborative conceptualizations and agentive enactments of social justice historical literacies. Paper presented as part of symposium: Co-constructing dialogic spaces that promote agency in school/university literacy professional development partnerships at the Literacy Research Association conference, virtual platform. Symposium won the Best Paper Area 1 Award. Fletcher, L., Chen, X., Holyoke, E.S., Castagno-Dysart, D., Popp, J.S., & Rose, C. (2020). Investigating activism and culturally sustaining pedagogical practices amongst teacher educators: A multi-institution collaborative self-study. Alternative session presented at the Literacy Research Association Conference, virtual platform. Popp, J.S., DiDominico, P., & Makhlouf, J. (2019). Teachers perspectives about ideal text use to support student learning in social studies. Paper presented at the American Educational Research Association Annual Meeting, Toronto, Canada. Popp, J.S. & Pitvorek, K. (2019). Teacher reflection on problems of practice guiding inquiry into teacher learning. Paper presented at the American Educational Research Association Annual Meeting, Toronto, Canada. Popp, J.S., Lammers, J.C., Protacio, M.S. (2018). Living the Writerly Life in Academia. Study group led at the Literacy Research Association Conference, Indian Wells, CA. Popp, J.S. (2017). Teachers text selections and explanations about text selection and use. Roundtable paper presented at the Literacy Research Association Conference, Tampa, FL. Lammers, J.C., Protacio, M.S., & Popp, J.S. (2017). Living the Writerly Life in Academia. Study group led at the Literacy Research Association Conference, Tampa, FL. Popp, J.S. (2016). Methodological considerations for analyzing teachers situated learning about supporting students historical literacies. Paper presented at the Literacy Research Association Conference, Nashville, TN. Popp, J.S. (2016). Illinois Responds to the edTPA. Discussant for symposium at the Midwest Educational Research Association Annual Conference, Evanston, IL. Popp, J.S. (2015). The role of teacher-researcher collaborative reflection in a teachers change process. Paper presented at the Literacy Research Association Conference, Carlsbad, CA. Popp, J.S., & Goldman, S.R. (2015). Interactivity and knowledge building discourse in teacher team meetings. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL. Popp, J.S., & Hoard, J. (2015). Teacher-researcher collaborative reflections on supporting middle school students historical inquiry. Paper presented as part of symposium: Teacher-researcher partnerships: Advancing research, practice, ownership, and agency in disciplinary literacy teaching and learning, at the American Educational Research Association Annual Meeting, Chicago, IL. Bolz, M.J., Popp, J.S., Manderino, M., Heppeler, J., & Shanahan, C.R. (2015). Designing text-based inquiry: Supporting students evidence-based argumentation in history. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL. Popp, J.S. (2014). Confronting the challenges of supporting middle school students disciplinary literacy practices through dialogic discussion in history. Paper presented at the Literacy Research Association Conference, Marco Island, FL. Popp, J.S. (2014). Critical issues around supporting students disciplinary inquiry practices: Collaborative reflections between a middle school history teacher and researchers. Paper presented at the Mid-Western Educational Research Association Annual Meeting, Evanston, IL. Popp, J.S. (2013). A case study of one teachers reflections on facilitating classroom discussion. Roundtable discussion at the Literacy Research Association Conference, Dallas, TX. Popp, J.S., Groza, G., Hall, A.H., & Raphael, T.E. (2013). Conflict in collaboration: Challenges as a discourse move in one teacher teams meetings. Paper presented at the Mid-Western Educational Research Association Annual Meeting, Evanston, IL. Shanahan, C.R., Britt, A.M., Cribb, G., Goldman, S.R., Hale, G., Heppeler, J., Hoard, J., Lawless, K.A., Manderino, M., Popp, J.S., Puklin, D.V., Radinsky, J.L, & Sosa, T. (2013). Enriching history instruction for urban youth: Evidence-based argument instruction modules and collaborative design research. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA. Popp, J. S. & Goldman, S. R. (2012). Discourse and idea development: Teacher teams shared understandings of literacy pedagogy topics. Paper presented at the Literacy Research Association Conference, San Diego, CA. Popp, J. S. (2012). Teachers perspectives on the what, why, and how of text selection and use for history and social studies lessons. Poster presented at the American Educational Research Association Annual Meeting, Vancouver, Canada. Puklin, D.V., Hall, A.H., Bolz, M.J., & Popp, J.S. (2012). Doing history: Impact of texts and tasks on engagement. Poster presented at the American Educational Research Association Annual Meeting, Vancouver, Canada. Shanahan, C.R., Britt, A., Cribb, G., Goldman, S.R., Hale, G., Lawless, K.A., Manderino, M., Moe, M., Popp, J.S., Puklin, D.V, Radinsky, J.L., & Sosa, T. S. (2012). Historical frameworks to guide research and design. Paper presented at the American Educational Research Association Annual Meeting, Vancouver, Canada. Hughes, M., Sullivan, M.P., & Popp, J.S. (2011). Disciplinary literacy pedagogy: Instructional literacy and disciplinary practices within and across history, science, and literature classrooms. Paper presented at the Literacy Research Association Conference, Jacksonville, FL. Popp, J. S. (2010). Collaborative teacher talk: The nature of productive meaning-making and decision-making. Paper presented at the Literacy Research Association Conference, Fort Worth, TX. George, M. A., Popp, J. S., & Weber, C. M (2010). Professional development for educational leaders. Paper presented at the Literacy Research Association Conference, Fort Worth, TX. INVITED TALKS Popp, J.S., Ragland, R., Edgar, S., Groeger, C., & Schultz, E. (2019). Teaching in ways that respond to and sustain students cultures. Workshop session at °ϲʿs annual Diversity and Inclusion Summit. Lake Forest, IL. Ragland, R., Odugu, D., & Popp, J.S. (2018). Inclusive communities of practice to support teaching and learning in the classroom. Plenary talk at Associated Colleges of the Midwest Faculty Career Enhancement (FaCE) Annual Conference. Rosemont, IL. Odugu, D., Ragland, R., & Popp, J. (2018). Culturally responsive teaching practices. Workshop session presented at °ϲʿs annual Diversity and Inclusion Summit. Lake Forest, IL. Popp, J.S. (2017). Methodological considerations for analyzing teachers situated learning about supporting students historical literacies. Invited talk for Literacy Research Colloquium, Judson University, Elgin, IL. Popp, J.S. (2016). Helping teachers support students critical thinking. Invited talk for the College of Liberal Arts and Sciences Board of Visitors luncheon, University of Illinois at Chicago, Chicago, IL. Popp, J.S. (2014). Solving problems of practice: The role of collaborative reflection in teacher professional growth. Invited talk for Brown Bag series, Learning Sciences Research Institute, Chicago, IL. Popp, J.S. (2012). Teacher learning: Three teacher teams discourse and conceptual change. Invited talk for Journal Club, University of Illinois at Chicago, Chicago, IL. PRACTITIONER CONFERENCES/ PROFESSIONAL DEVELOPMENT PRESENTATIONS Hoard, J. & Popp, J.S. (2018). Supporting students sourcing: Critical analysis of social studies texts. Workshop presented at the Chicago Foundation for Education annual workshop. Chicago, IL. Hoard, J., & Popp, J.S. (2017). Supporting elementary students close reading and interpretation of historical texts. Workshop presented at the Chicago Foundation for Education annual workshop. Chicago, IL. Manderino, M. Heppeler, J., Popp, J.S., & Bolz, M. (2014). Designing text sets to support students historical inquiry. Poster presented at the National Council for the Social Studies Conference, Boston, MA. Hoard, J. & Popp, J.S. (2014). Teacher discussion strategies that support student argumentation in primary and middle school Classrooms. Professional development presentation at Mariano Azuela Elementary (Chicago Public School). Chicago, IL. Hoard, J. & Popp, J.S. (2014). Teacher discussion moves that support students argumentation in Social Studies/History. Professional development presentation at the Chicago Public Schools Department of Literacy Social Science Summer Institute. Chicago, IL. Popp, J.S. & Hoard, J. (2013). Literacy as a tool in History and Social Studies. Presentation at the Illinois Reading Council Conference, Springfield, IL. Popp, J. S., Waechter-Versaw, A., & Sullivan, M. P. (2011). Did my students get it? Collaboration around formative assessments and wise instructional decisions. Presentation at the Illinois Reading Council Conference, Springfield, IL. Popp, J.S. (2011). Increasing teachers literacy knowledge base in elementary and secondary schools. Facilitation of session for pre-conference institute: Literacy, Leadership, and Whole School Change: Perspectives, Practices, and Possibilities, with featured speakers Regie Routman, Kathryn H. Au, and Taffy E. Raphael at the International Reading Association Convention, Orlando, FL. SERVICE WORK AND AFFILIATION WITH PROFESSIONAL ORGANIZATIONS Literacy Research Association Reviewer for Literacy Research: Theory, Method, and Practice annual journal, 2011-2022 Conference proposal reviewer, 2011-2020 Conference session chair, 2011-2015 Secretary, Graduate Student Innovative Community Group, 2011-2012 Illinois Council for History Education Board member, 2012-2020 Spearheaded writing of professional development grant, 2018 Assisted in planning annual local practitioner conference, 2012-2019 Newsletter correspondent, 2013-2014 Holy Trinity High School Education Committee member, 2016-2022 Computer-Based Learning in Context (CBLC) journal Manuscript reviewer, 2021 Reading Horizons journal Manuscript reviewer, 2020-present Peadagogia: Teacher Action Research journal Manuscript reviewer, 2018-present Asia Pacific Education (APER) journal Manuscript reviewer, 2020 Teaching and Teacher Education journal Manuscript reviewer, 2017 American Educational Research Association Conference proposal reviewer for Division K Teaching and Teacher Education, 2015-2016 International Society of the Learning Sciences Conference proposal reviewer, Conference on Computer Supported Collaborative Learning (CSCL) 2015 Conference volunteer, International Conference of the Learning Sciences (ICLS), 2010 Routledge Publishing Company Book proposal reviewer, 2012 Phi Delta Kappa, Evanston Chapter Future Educators Association conference proposal reviewer, 2011-2012 Communications Chair and Co-Editor of newsletter, Evanston local chapter, 2009-2013 International Literacy Association (ILA) Assisted in organizing and facilitating International Reading Association 2010 pre-convention institute: Literacy, Leadership, and Whole School Change: Perspectives, Practices, and Possibilities, with featured speakers Regie Routman, Kathryn H. Au, and Taffy E. Raphael. LAKE FOREST COLLEGE SERVICE WORK College Service Student Symposium Co-Chair, 2022-present edTPA Coordinator, 2019-present Licensure Officer, 2019-present Education Advisory Council member, 2019-present (volunteer member, 2016-2018) Junior Faculty Fellow for Office of Faculty Development, 2020-2021 Faculty Discussion Group Coordinator, 2018-2022 Scholars Weekend Evaluative Session Volunteer, 2019-2021 Writing Retreat Coordinator, 2018-2020 Diversity and Inclusion Summit planning committee member and session co-presenter, 2018-2019 Junior faculty guest speaker at new faculty orientation meeting, 2017 Education Department Service Kappa Delta Phi Faculty Mentor, 2022-present Golden Apple Liaison, 2017-present Chicago Semester Liaison, 2017-present James Rocco Scholarship Faculty Mentor (for Paloma Albarron 20), 2019 Assistant Professor of Education search committee member, 2018  *Indicates LFC student research assistant co-publisher.     PAGE  PAGE 7 Jacquelynn S. 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