- Jo Worthy
Jo Worthy, a former elementary and middle school teacher, is in the language and literacy program area. She teaches classes focusing on literacy development, pedagogy, and research in the teacher preparation and graduate programs. Her major research and teaching interests are reading interests and preferences, alternatives to ability grouping, bilingual education, and students who find school challenging. I read and write a little bit of Spanish, and I speak a little less.
Ph.D., The University of Virginia
Teaches classes on literacy development, research, and pedogogy, with an interest in alternatives to ability grouping.
Member, Literacy Research Panel (LRP), International Literacy Association(2016 - 2019)
Secretary, Division C, American Educational Research Association(2006 - 2008)
Program Chair, Division C, Section I, American Educational Research Association(2005 - 2006)
Co-Editor, National Reading Conference (NRC) Yearbook(2000 - 2006)
Member, McCarthey-Dressman Educational Foundation(1999 - 2013)
Associate Editor, Educational Researcher(1998 - 2000)
Member, Editorial Review Board, Journal of Adolescent and Adult Literacy
Member, Editorial Review Board, The Reading Teacher
Reviewer, Elementary School Journal
Reviewer, Reading Research Quarterly
Reviewer, National Reading Conference (NRC) Yearbook
Member, Editorial Review Board, Research in the Teaching of English
Member, Editorial Review Board, Journal of Literacy Research
Worthy, J., Svrcek, N., Daly-Lesch, A. & Tily, S. (2018). "We know for a fact: Dyslexia interventionists and the power of authoritative discourse". Journal of Literacy Research, 50(3), 359–382. doi:https://doi-org.ezproxy.lib.utexas.edu/10.1177/1086296X18784759.
Worthy, J., Lammert, C., Long, S., Salmerón, C. & Godfrey, V. (2018). "What if we were committed to giving every individual the services and opportunities they need? Literacy teacher educators' understandings, perspectives, and practices around dyslexia.. Research in the Teaching of English, 53(2), 125–148.
Worthy, J., Salmerón, C., Long, S., Lammert, C. & Godfrey, V. (2018). "Wrestling with the politics and ideology": Teacher educators' responses to dyslexia discourse and legislation. Literacy research: Theory, methods, and practice.
Worthy, Jo., Villareal, Doris., Godfrey, Vickie., DeJulio, Sam. & Hampton, Angela. (2017). A critical analysis of dyslexia legislation in three states. Literacy Research: Theory, Method, and Practice.
Worthy, J., De Julio, S., Svrcek, N., Villareal, D., Leekeenan, K., Derbyshire, C., Wiebe, M., Lammert, C., Rubin, J. & Salmeron, C. (2016). Teachers' perspectives, understandings, and experiences of dyslexia. Yearbook of the Literacy Research Association.
Worthy, J.., Nuñez, I.. & Espinoza, K.. (2016). "Wow, I get to chose now!" A longitudinal study of bilingualism and biliteracy in a young adult. Bilingual Research Journal, 39, 20–34.
Worthy, J.., Maloch, B.., Hungerford, H.., Semingson, P.. & Hampton, A.. (2015). What are the rest of the students doing? An examination of literacy centers in first grade classrooms. Language Arts, 9, 173–186.
Worthy, J.., Durán, L.., Hikida, M.., Pruitt, A.. & Peterson, K.. (2013). Spaces for dynamic bilingualism in read-aloud discussions: Developing and strengthening bilingual and academic skills. Bilingual Research Journal, 36, 311–328.
Worthy, J., Chamberlain, K., Peterson, K., Sharp, C. & Shuh, P. (2012). The importance of read-aloud and dialogue in an era of narrowed curriculum: Literature discussions in a second-grade classroom. Literacy Research and Instruction.
Worthy, J., Consalvo, A., Bogard, T., Russell, K. & Shipman, S. (2012). Restorying: Fostering academic and social growth in a primary literacy workshop. Elementary School Journal, 112, 568–589.
Worthy, J. (2010). Only the names have been changed: Ability grouping revisited.. The Urban Review, 42, 271–295.
Teachers' Understandings, Perspectives, and Experiences with Dyslexia
Teachers Educators' Understandings, Perspectives, and Experiences with Dyslexia
Language practices and attitudes of bilingual young adults: A longitudinal study of factors that influence Spanish maintenance and bilingualism
Dean's Distinguished Teaching Award, The University of Texas at Austin, College of Education (2014)
Regents' Outstanding Teaching Award, University of Texas System (2014)
Elizabeth Shatto Massey Award for Excellence in Teacher Education, The University of Texas at Austin (2006)
Rosalyn V Harvey-Torres, Ph.D., expected 2020 (Co-supervisor)
Cori Salmeron, Ph.D., expected 2020 (Co-supervisor)
Students' language and literacy practices, how teachers leverage them as academic resources, and preparing teachers to work with culturally and linguistically diverse children.
Doris A Villarreal, Ph.D., expected 2019 (Supervisor)
Her research interests include hybrid language practices, language, power, and identity in linguistically and culturally diverse teaching contexts with a focus on Latinx children as well as literacy teacher education.
Nathaly S Batista-Morales (Co-supervisor)
My research interests meet at the intersection of biliteracy development and activism/advocacy or what some have termed Critical Literacy in bilingual, elementary classrooms. I am interested in how Latinx teachers engage in this process and how they draw on their identities and past experiences. I believe in the agency of Latinx children, their families and their teachers to enact social change and counteract the stories others tell about them.
Desiree Pallais-Downing (Committee Member)
Desirée Pallais is a PhD candidate in the Bilingual/Bicultural program at the University of Texas at Austin. She is very interested in critically examining how assumptions derived from established ideologies and policy initiatives, guide educators in different contexts. She investigates cross-language and cross-cultural aspects of teaching and learning with Spanish-speaking populations, especially in the area of literacy. Her current work is focused on using discourse analytic techniques to identify the linguistic and pedagogical contributions, and...
|2019||Fall||EDC 381R: Intro To Sys Of Human Inquiry|
|2019||Fall||EDC 380R: Educational Research & Design|
|2019||Spring||EDC 380R: Educational Research & Design|
|2018||Fall||EDC 390T: 29-Reading Difficulties|
|2018||Fall||EDC 370E: 1-Reading-B|
|2018||Summer||EDC f380R: Educational Research & Design|
|2018||Spring||EDC 390T: Research In Reading|
|2018||Spring||EDC 386R: Intro To Qualitative Research|
|2017||Fall||EDC 370E: 1-Reading-B|
|2017||Summer||EDC f380R: Educational Research & Design|
|2016||Summer||EDC f380R: Educational Research & Design|
|2016||Spring||EDC 390T: 29-Reading Difficulties|
|2015||Fall||EDC 390T: Research In Reading|
|2015||Fall||EDC 370E: 1-Reading-B|
|2015||Summer||EDC f380R: Educational Research & Design|
|2015||Spring||EDC 390T: 29-Reading Difficulties|
|2014||Fall||EDC 380R: Educational Research & Design|
|2014||Fall||EDC 370E: 1-Reading-B|
|2014||Summer||EDC f380R: Educational Research & Design|
|2014||Spring||EDC 390T: 29-Reading Difficulties|