JoBeth Allen is the recipient of the 2012 NCTE Outstanding Educator in the English Language Arts Award. This award recognizes a distinguished national or international educator who has made major contributions to the field of language arts in elementary education.
Join the Elementary Section Steering Committee as they celebrate JoBeth's contributions to the English language arts at the Elementary Section Get-Together during the NCTE Annual Convention in Las Vegas, Nevada.
JoBeth Allen taught in the primary grades, including Head Start and Follow Through classrooms, before becoming a teacher educator in the language and literacy education department at the University of Georgia. She conducts critical action research with teachers who are exploring issues of educational equity and social justice in relation to literacy teaching and learning at home, in schools, and in the community. She is particularly interested in the implications for students who struggle as readers and writers. She has had the opportunity to work in schools which focus on connecting with, learning from, and building on the strengths of families.
JoBeth has a long history of mentoring teachers, researchers, and writers with her involvement in the NCTE Cultivating New Voices among Scholars of Color (CNV) program, and the National Writing Project.
She has influenced literacy classroom practice and research with her contributions as a member of the NCTE Standing Committee on Research, National Reading Research Center, and as a reviewer for the journal, Research in the Teaching of English. She is the co-director of the Red Clay Writing Project.
She has written numerous publications, and presented at various conferences over the years. Her books, book chapters, and journal articles focusing on issues of social justice, embracing family and community knowledge, have influenced, engaged, and informed literacy educators across the country.
Learn more about JoBeth in the Language Arts profile article "A Call to Action: JoBeth Allen, 2012 Outstanding Educator in the Language Arts."
Allen, J. (2010). Literacy in the Welcoming Classroom. National Writing Project and Teachers College Press.
Allen, J. (2007). Creating Welcoming Schools. New York City: Teachers College Press.
Allen, J. (Ed.) (1999). Class Actions: Teaching for Social Justice in Elementary and Middle School. New York City: Teachers College Press.
Bisplinghoff, B. & Allen, J. (Eds.) (1998). Engaging Teachers: Creating Teaching and Researching Relationships. Portsmouth, NY: Heinemann.
Kings Bridge Road Research Team (Allen, J., Cary, M., Delgado, L., coordinators) (1995). Blue Highways: Researching Literacy Reform in Teacher Research Communities. New York: Teachers College Press.
Shockley, B., Michalove, B., Allen, J. (1995). Engaging Families: Connecting Home and School Literacy Communities. Portsmouth, NH: Heinemann.
Allen, J., Michalove, B., Shockley, B. (1993). Engaging Children: Community and Chaos in the Lives of Young Literacy Learners. Portsmouth, NH: Heinemann.
(Reviewed in Harvard Educational Review, Language Arts, NERA Review, New England Reading Association Journal, Reading Today, Kansas Education Alumni, and Georgia Alumni Record)
Allen, J., & Mason, J. (Eds.) (1989). Risk Makers, Risk Takers, and Risk Breakers: Reducing the Risks for Young Literacy Learners. Portsmouth, NH: Heinemann.
Allen, J. & Goetz, J. (Eds.) (1989). Teaching and Learning Qualitative Research. Athens, GA: College of Education.
Goetz, J., & Allen, J. (Eds.) (1988). Qualitative Research in Education: Substance, Methods, Experience. Athens, GA: College of Education.