Laura
Pardo
Associate Professor
of Education
Elementary/Secondary Education
Email: pardo@hope.edu
B.S., Elementary Education – Central Michigan University
1982
M.A., Reading Instruction – Michigan State University
1990
Ph.D., Curriculum, Teaching, & Educational Policy – Michigan
State University 2005
TEACHING
RESPONSIBILITIES
ED 282 Literacy II: Reading and the Language Arts, Grades 3-6
ED 283 Literacy II Field Placement
ED. 282/283 - Literacy II: Reading & Language Arts, Grade 3–6
(Liverpool, England)
ED 285 Secondary Reading/Language Arts Across Disciplines
ED 286 Secondary Reading/Adolescent Design Field Placement
ED 287 Instructional Design for Adolescents
IDS100
Beetles and Angels: Understanding Ourselves through Experiences with
Others
PRIOR
EDUCATIONAL EXPERIENCES
Prior to joining the Hope Education faculty, I taught undergraduate
and graduate level methods courses at Michigan State University.
I also supervised student teachers. Before going to MSU in 1999,
I was an educational consultant for a major textbook publisher,
working primarily in the mid-western US. Prior to that work I
was an elementary and middle school teacher in Saginaw and then
in Lansing. I spent six years teaching middle school and eight
years in elementary classrooms (grades 2 through 5).
RECENT
PUBLICATIONS
Highfield, K., & Pardo, L.S. (under review). Writing Improvement
in the Book Club Plus Classroom. The Reading Teacher.
Pardo,
L.S. (2007). Students can take risks here: A first grade teacher
learns
to teach writing”. Michigan Reading Journal,
39(3), 26-33.
Kersten,
J., & Pardo, L.S. (2007). Finessing and hybridizing:
Innovative Literacy Practices in Reading First Classrooms. The
Reading Teacher (61(2), 146-154.
Bates,
A.J & Pardo, L.S. (2006). Learning to do action research
in teacher education. Academic Exchange Quarterly, 10(3), 250-254.
Pardo, L.S. (2006). The role of context in learning to teach writing:
What teacher educators need to know to support beginning urban
teachers. Journal of Teacher Education, 57(4), 378-394.
Pardo,
L.S., & Raphael, T.E. (2006). Classroom
organization for instruction in content areas. In R.D. Robinson
(Ed.), Issues
and innovations in literacy education: Readings from the Reading
Teacher. International Reading Association, Newark, DE.
Pardo,
L.S. (2005). Beginning teachers learn to teach writing: Finessing
teaching context shapes evolving practice. An unpublished
doctoral dissertation. East Lansing, MI.
Pardo, L.S. (2004). What every teacher should know about comprehension.
The Reading Teacher, 58(3), 272-280.
Pardo, L.S. (2002). Book Club for the twenty-first century. Illinois
Reading Council Journal, 30(4), 14-23.
Raphael, T.E., Au, K.H. (eds.), Pardo, L.S., Scheu,
J., Kehus, M., & Carroll, J. (2002). Super QAR for the Test-Wise
Student. Complete test preparation program for grades 1-8. Bothell,
WA:
The Wright Group.
Raphael, T.E., Pardo, L.S., & Highfield, K.
(2002). Book Club: A Literature-based Curriculum. Second Edition.
Small Planet Communications,
Lawrence, MA.
Pardo, L.S. (1998). Criteria for selecting literature
in upper elementary grades. T.E. Raphael & K.H. Au (Eds.),
Literature-based Instruction: Reshaping the Curriculum. Christopher-Gordon
Publishers,
Norwood, MA.
McMahon, S.I., Raphael, T.E. with Goatley, V.J. & Pardo,
L.S. (ed.) (1997). The Book Club Connection: Literacy Learning
and Classroom
Talk. Teachers College Press, New York, New York and International
Reading Association, Newark, DE.
Pardo, L. S. (1997). Reflective teaching for continuing
development of Book Club. S.I. McMahon, T.E. Raphael, V.G. Goatley & L.S.
Pardo (Eds.), The Book Club Connection: Literacy Learning and Classroom
Talk. Teachers College Press, Columbia University.
Raphael, T.E., Pardo, L.S., Highfield, K.A., & McMahon,
S.I. (1997). Book Club: A Literature-based Curriculum. Small
Planet
Communications, Inc., Littleton, MA and International Reading Association.
Pardo, L.S. (1996). Becoming a reflective teacher: One teacher's
journey on the road to reflective teaching. Michigan Reading Journal.
29(4), 28-36.
RECENT
PRESENTATIONS
Pardo, L.S. (2007). Writing improvement in the Book Club Plus
classroom. A paper presented in “Focus on Writing: Teenage
Vernacular, Multimodal/multimedia communication and emergent
literacy” L. Pardo, chair. A Practitioner Research session
at the 28th Annual Ethnography in Education Research Forum, Philadelphia,
PA.
Pardo,
L.S., & Mezeske, R.J. (2006). Old eyes, new eyes: Professors
collaborating to understand the literacy knowledge of pre-service
teachers through metaphorical concept mapping. A paper presented
in “Preservice teacher knowledge and beliefs” L. Pardo,
chair. A paper session at National Reading Conference, Los Angeles,
CA.
Pardo,
L.S. (2006). A beginning teacher’s journey toward
completeness. A paper presented in "Research Roundtables”,
L. Rex, Chair. National Council of Teachers of English, Nashville,
TN.
Pardo,
L.S. (2006). We begin writing in the ninety-first minute. A paper
presented in “Innovative elementary literacy pedagogy in the context of NCLB and
Reading First” J. Kersten and L. Pardo, chairs. A symposium at the
International Reading Association, Chicago, IL.
Pardo,
L.S. (2006). Beginning teachers finesse teaching context: Learning
to shape effective literacy practices for writing instruction.
A Research Poster Session “Teaching preschoolers and beginning
readers” L.M. Morrow, chair. International Reading Association,
Chicago, IL, May.
Pardo,
L.S. & Kersten, J.M. (2006). “Implications from
research: Using classroom teachers’ responses to policy to
inform teacher education”. A paper presented at American
Association of Colleges of Teacher Education, San Diego, CA, January.
Bates,
A.J. & Pardo, L.S. (2006). “Learning to do action
research: Helping preservice teachers develop strategies to meet
diverse learning needs”. A paper presented at American Association
of Colleges of Teacher Education, San Diego, CA, January.
Pardo,
L.S. (2005). “Beginning teachers learn to teaching
writing: Finessing teaching context shapes evolving practice”.
In Still point in the turning world: Literacy teaching in the context
of reform, (S. Florio-Ruane, chair). A symposium at the National
Reading Conference, Miami, FL, December.
Pardo,
L.S. (2005). “We begin writing in the ninety-first
minute”: Examining how beginning teachers learn to finesse
their teaching contexts in order to develop writing practice. A
paper presented at National Council of Teachers of English, Pittsburg,
PA.
Pardo,
L.S. (2005). Case study and practitioner research. A roundable
in
S. Florio-Ruane’s National Conference on Research in Language
and Literacy Presidential Session; Writing the Knowledge of our
Field: Emergent rhetoric and genre(s) in research by and about
teachers of literacy. National Council of Teachers of English,
Pittsburg, PA.
Pardo,
L.S. (2005). “We begin writing in the ninety-first
minute”: Examining stories of how beginning teachers learn
to finesse their teaching contexts. In The Classroom as Still Point
in the Turning World of Literacy Education Reform, S. Florio-Ruane
(chair). An Interactive session at the 26th Annual Penn Ethnography
in Education Research Forum. Philadelphia, PA.
Pardo, L.S. & Petrone, R. (2005). Knowing my
Students as Literacy Learners: Engaging in Discussions. A workshop
at the MSU/TNE 2005
Induction Institute. June 16, 2005; Lansing, MI.
Rosaen, C., Bates, A., Pardo, L.S., & Boling, E. (2004). Preparing
teachers for diverse classrooms: Using evidence of quality to co-construct
and redesign a language arts practicum. An Interactive Dialogue
at the American Association of Colleges for Teacher Education’s
annual meeting. Chicago, IL.
Rosaen, C., Pardo, L.S., Bates, A. & Boling, E. (2003). Collaborative
partnerships for preparing teachers for diverse classrooms. In
Fostering University-School Partnerships (C. Roberts, chair). A
Colloquia at the National Council of Teachers of English’s
annual meeting. San Francisco, CA.
Pardo, L.S. (2002, August). Integrating Investigations with Traditional
Mathematics. Lansing Schools Summer Institute, Lansing, MI.
Pardo, L.S. (2002, April). The Latest and Greatest
Information about Book Clubs. “Bright Ideas” Spring
Conference on the English Language Arts. MSU Department of English
and Michigan
Council of Teachers of English, East Lansing, MI.
Pardo, L.S., Rosaen, C., & Lantz, T. (2002).
Preparing educators for diverse classrooms: Teacher candidates
explore difference from
multiple perspectives. In C. Rosaen (chair), Preparing Educators
for Diverse Classrooms. A symposium at the American Association
of Colleges of Teacher Education, New York City.
Rosaen, C.R., & Pardo, L.S. (2002). Learning
to teach literacy together: Co-constructing a language arts practicum.
Paper presented
at an Interactive Symposium: Learning to teach literacy together:
Developing collaborative mentoring practices. Annual meeting of
the American Education Research Association, New Orleans, LA.
Rosaen, C., Pardo, L.S., & Boling, E. (2002). Facing challenges
in preparing teachers for diverse classrooms. A panel at the National
Council of Teachers of English’s annual meeting. Atlanta,
Georgia.
Pardo, L.S. (2001, April). Learning to teach: How
does the new teacher learn to use content standards to plan and
assess instruction?
In S. McMahon & V. Goatley (co-chairs), The Relationship among
Literacy, Content Standards, and Student Achievement. An institute
at the International Reading Association, New Orleans, Louisiana.
PERSONAL
My husband,
Jack, and I will celebrate our 25th wedding anniversary in December
2007. Our son, Chad, and his fiancée, Jenny, are
both seniors at the University of Michigan. Our daughter, Megan,
is a sophomore at Illinois State University. We reside in Caledonia.
We enjoy walking and traveling. I am also an avid reader and I teach
a second grade Sunday school class.