Title

Professor

Contact Information

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Office: 201-X MCKB
Department:
TEd, TEd Graduate

Brief Biography

I am a former mathematics and science teacher. I currently work to prepare teachers to work with middle school and high school students.

Teaching Interests

I teach courses in multicultural education, content-area literacy, STEM discourses, and research methodology.

Research Interests

I am interested in the texts and literacies used to participate in disciplinary communities (particularly in the various STEM disciplines and the arts). I am also interested in understanding how to prepare teachers to create safe and affirming spaces where all young people can learn, grow, and thrive.

Awards

Benjamin Cluff, Jr. Award for Excellence in Research

Brigham Young University

2013

Finalist, Outstanding Dissertation of the Year

International Reading Association

2001

Young Scholar Award

Brigham Young University

2006

Selected Publications

Acknowledging, noticing, and reimagining disciplinary instruction: The promise of new literacies for guiding research and practice in teacher education (2015)

Authors: Draper, Roni Jo; Wimmer, Jennifer J

Publication Type: Journal Article, Academic Journal

Additional Information

Publisher: Taylor and Francis

Issues in supporting disciplinary literacies with the Common Core State Standards (2012)

Authors: Draper, Roni Jo

Publication Type: Book, Chapter/ Section in Scholarly Book

Additional Information

Publisher: Literacy Research Association

City: Oak Creek, WI

Country: United States

Page Numbers: 242-252

Editors: P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker

(Re)imagining literacy and teacher preparation through collaboration. (2012)

Authors: Draper, Roni Jo; Broomhead, Gordon Paul; Jensen, Amy Petersen; Nokes, Jeffery D

Publication Type: Journal Article, Academic Journal

Additional Information

Country: United States

Volume: 33

Page Numbers: 367-398

Seeking Renewal, Finding Community: Participatory Action Research in Teacher Education: Literacy Study Group, Brigham Young University (2011)

Authors: Draper, Roni Jo; Jensen, Amy Petersen; Broomhead, Gordon Paul; Nokes, Jeffery D; Siebert, Daniel Kevin; Grierson, Sirpa T; Hendrickson, Scott Jay; Wright, Geoffrey Albert; Gray, Sharon Reed; Shumway, Steven Leroy

Publication Type: Journal Article, Academic Journal

Additional Information

Publisher: Taylor and Francis

City: San Diego

Volume: 15

Issue: 1

Page Numbers: 1-18

Abstract: click to view

This narrative study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. The collaboration was organized around the precepts associated with participatory action research (PAR). After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group. Organizing collaborative activities around PAR holds promise to not only produce quality research, but to support the improvement of teacher preparation programs and the development of teacher educators. However, this work requires institutional support that fosters collaborative work without mandating either collaborations or outcomes.

Life on the borderlands: Action research and clinical teacher education faculty (2008)

Authors: Bullough, Robert V; Draper, Roni Jo; Smith, Leigh K; Young, Janet R

Publication Type: Book, Chapter/ Section in Scholarly Book

Additional Information

Publisher: State University of New York Press

City: Albany, NY

Page Numbers: 85-102

Editors: R.V. Bullough, Jr.

Why content-area literacy messages do not speak to mathematics teachers: A critical content analysis (2008)

Authors: Siebert, Daniel Kevin; Draper, Roni Jo

Publication Type: Journal Article, Academic Journal

Additional Information

Volume: 47

Page Numbers: 229-245

Abstract: click to view

Much has been written to convince content-area teachers to include literacy instruction as part of their regular content instruction. The purpose of this study was to determine how the messages available in the literature are framed and how they might be viewed by content-area teachers, especially mathematics teachers. The analysis revealed that messages available to content-area teachers about literacy neglect, deemphasize, or misrepresent mathematics and/or mathematics education. These finds may help explain why content-area teachers, particularly mathematics teachers resist ideas related to content-area literacy instruction.

Life on the borderlands: Action research and clincial teacher education faculty (2008)

Authors: Bullough, Robert V; Draper, Roni Jo; Erickson, Lynnette Bloom; Young, Janet R

Publication Type: Book, Chapter/ Section in Scholarly Book

Additional Information

Publisher: SUNY Press

City: New York

Editors: Robert V. Bullough, Jr.

Redefining content-area literacy teacher education: Finding my voice through collaboration (2008)

Authors: Draper, Roni Jo

Publication Type: Journal Article, Academic Journal

Additional Information

Volume: 78

URL: her.hepg.org/content/k104608143l205r2/fulltext.pdf

Abstract: click to view

In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon naturalistic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.