Assistant Professor

Biography

Dr. Jennifer K. Allen began her career in higher education in 2016 at the University of West Georgia where she is an Assistant Professor in the Department of Literacy and Special Education. Jennifer earned her PhD in Language and Literacy Education at the University of Georgia (2011-2016). Prior to her appointment at UWG, Jennifer taught at the elementary school level for ten years, working in second, fourth, and fifth grade classrooms as well as in the gifted resource setting. She has a Bachelor of Science Degree in Early Childhood Education from the University of Georgia (2003) and a Master's Degree in Reading Instruction from the University of West Georgia (2010). Additionally, she holds endorsements for Gifted Education, ESOL, and Reading Instruction. Professionally, Jennifer is active with the Cherokee Rose Writing Project where she serves as co-director. She also enjoys teaching on-site literacy courses at the local PDS schools. Jennifer's research interests include practitioner research, using the NOT-ICE protocol to notice gifts and talents in culturally and linguistically diverse learners, writing pedagogy, and digital literacies. Personally, Jennifer enjoys watching and playing sports, especially when her children are involved and spending time with her friends and family (husband, Justin; children, Carter and Julia).

Education / Degrees

  • BS Ed., Early Childhood Education, University of Georgia, 2003
  • M.Ed., Reading Instruction, University of West Georgia, 2010
  • Ph.D., Language and Literacy Education, University of Georgia, 2016
  • Courses Taught
  • Course Sections and Syllabi

    Fall 2019 Sections

    • READ-3263 (Integrated Literacy Ed/Writing) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02
    • READ-7262 (Trends in Literacy Education) Section: E01

    Summer 2019 Sections

    • READ-3251 (Children's Literature) Section: 91
    • READ-7261 (Literacy Engagmnt thru Writing) Section: E01

    Spring 2019 Sections

    • READ-3251 (Children's Literature) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02
    • READ-7262 (Trends in Literacy Education) Section: E01

    Fall 2018 Sections

    • READ-3263 (Integrated Literacy Ed/Writing) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02
    • READ-4253 (The Reading Writing Connection) Section: 01

    Summer 2018 Sections

    • READ-7261 (Literacy Engagmnt thru Writing) Section: E01

    Spring 2018 Sections

    • READ-3263 (Integrated Literacy Ed/Writing) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02
    • READ-7285 (Reading Instruction) Section: E01

    Fall 2017 Sections

    • READ-3263 (Integrated Literacy Ed/Writing) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02

    Summer 2017 Sections

    • READ-7261 (Literacy Engagmnt thru Writing) Section: E01

    Spring 2017 Sections

    • READ-3263 (Integrated Literacy Ed/Writing) Section: 01
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02

    Fall 2016 Sections

    • READ-3251 (Children's Literature) Section: 03
    • READ-3263 (Integrated Literacy Ed/Writing) Section: 02
  • Publication List

    Ogletree, T. & Allen, J. (2013). The writing workshop: Giving voice to the silenced. In Coffey, D. & Roberts, E., Keys to literacy instruction for the net generation: Grades 4-12. Dubuque, IA: Kendall Hunt, 113-132.

    Allen, J. K., Robbins, M. A., Payne, Y. D., Brown, K. B. (2016). Using enrichment clusters to address the needs of culturally and linguistically diverse learners. Gifted Child Today, 39(2), 84-97.

    Allen, J. K. (2016). Practitioner Research: A “Refreshing Change” for Professional Learning. i.e.: inquiry in education, 8(2), 1-23. http://digitalcommons.nl.edu/ie/vol8/iss2/4

    Allen, J. K. (2017). Exploring the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse students in gifted programming. Gifted Child Today.

    Allen, J.K. (2018). How digital photo stories and teacher discussions help teachers to cultivate the gifts and talents of emergent bilinguals. Engaging Culture and Voices, 15(9), 16-50. https://issuu.com/engagingculturesandvoices/docs/1_5_ecv_issue_9_201

    Allen, J.K. (2018). “You can’t know until someone tells you or you experience something”: Talking back to deficit discourse with digital photo stories and the NOT-ICE teacher discussion protocol. Perspectives in Learning, 17(1), 2-23.https://csuepr

    Allen, J.K., Scullin, B. L. (2018). FitLit: How an unlikely combination of fitness and literacy yielded a fruitful partnership. PDS Partners, 13(4), 21-23.

    Allen, J. K., Scullin, B. L., Ogletree, T. W., Griffin, R. A., Calas, M., Pearce, D., Franks, K., & Carden, K. (under review). WINwriting time: What we have learned about writing instruction through worthwhile, interest-based, no-stress writingpartners