(faculty)
Work HENZ 61E
Lincoln NE 68588-0355
US
Work 402-472-6385 On-campus 2-6385
Before earning her doctorate in Curriculum and Instruction and Education Policy at the University of Wisconsin, Madison, Lauren Gatti was a high school English teacher for 11 years in and around Chicago. She co-directs the English Education program at the University of Nebraska, Lincoln, teaches Methods courses for preservice teachers, and teaches graduate courses in Democratic Education and Teacher Education Policy and Practice. Her research has been published in a variety of peer-reviewed journals, including Teaching and Teacher Education, The English Journal, Social Semiotics, Urban Education, and Teacher Education and Practice.

Education

  • Ph D, University of Wisconsin, Madison, 2012
  • MA, Loyola University of Chicago, 1999
  • BA, Lawrence University, 1994

Courses

  • TEAC 452N, Curriculum Principles and Practices Secondary Language, Fall 2015
  • TEAC 451N, Learning and Teaching Principles and Practices: Secondary Language Arts, Spring 2014
  • TEAC 818, Teaching Writing in the Elementary School, Fall 2014
  • TEAC 921D, Seminar in Literacy Studies: Language, Culture, and Education; Discusn,Deliberation&Diversity, Spring 2014
  • TEAC 851N, Learning and Teaching Principles and Practices: Secondary Language Arts, Spring 2014
  • TEAC 852N, Curriculum Principles and Practices Secondary Language, Fall 2014

Publications and Other Intellectual Contributions

  • The Role of Resources in U.S. Teacher Preparation: Learning to Teach, The Role of Resources in U.S. Teacher Preparation: Learning to Teach, The Role of Resources in U.S. Teacher Preparation: Learning to Teach, April (2nd Quarter/Spring) 2016
  • The business of learning to teach: A critical metaphor analysis of one teacher's journey, The business of learning to teach: A critical metaphor analysis of one teacher's journey, January (1st Quarter/Winter) 2015
  • Representing Teachers as Criminals in the Media: A multimodal critical discourse analysis of the Atlanta schools’ “Cheating Scandal”, Representing Teachers as Criminals in the Media: A multimodal critical discourse analysis of the Atlanta schools’ “Cheating Scandal”, January (1st Quarter/Winter) 2016
  • Learning to Teach in an Urban Teacher Residency, Learning to Teach in an Urban Teacher Residency, January (1st Quarter/Winter) 2016
  • Negotiating conflicting frames of experience: Learning to teach in an urban teacher residency, Learning Teaching from Experience: Multiple Perspectives and International Contexts, Learning Teaching from Experience: Multiple Perspectives and International Contexts, January (1st Quarter/Winter) 2014
  • Conversing with Longfellow: Democratizing the American Literature Curriculum, Reconsidering Longfellow, February 2014
  • America, America, Voices for Social Justice in Education: A Literary Anthology, July (3rd Quarter/Summer) 2015

Research & Grants

  • Learning to Teach in Urban Teacher Residencies: A Comparative Study, Internal, June 2015

Presentations

  • Exploring the Role of Aims in Urban English Teacher Education, Spencer Foundation, Chicago, IL
  • Negotiating conflicting frames of experience: Learning to teach in an urban teacher residency, Brunel University, London, UK

Awards & Honors

  • Distinguished Teaching Award, CEHS, 2015
  • Outstanding Dissertation of the Year, AERA, Division K (Teaching and Teacher Education), 2013
  • Tasha Morgridge Distinguished Graduate Fellow, University of Wisconsin, Madison, 2010