Acting Dean, Associate Professor of Literacy Education
Ph.D., Fordham University (2005) Language, Literacy and Learning
M.A. University College London (1987) English and American Literature
B.A. The New School for Search Research (1979) Liberal Arts
EDLIT 732 Children's Literature
EDLIT 736 Diagnosis of Reading Difficulties: Literacy Space I
EDLIT 737 Practicum in Remedial Reading: Literacy Space II
EDLIT 742 Practicum in Literacy Teaching
My scholarship is focused on the assessment and instruction of struggling readers and writers, the preparation of effective literacy teachers and coaches, and the development of responsive professional development models to improve literacy instruction in urban schools.
Hu, Y. & Tuten, J. (2015, in press). Zooming in and out: Scaffolding the use of video for inquiry and reflection. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.). Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. United Kingdom: Emerald Press.
Tuten, J. & Jensen, D. (2013). Literacy space: Partnering with families to support struggling literacy learners. In H.Kreider, M. Capse, & D. Hiatt-Michael (Eds.). Promising Practices for Engaging Families in Literacy (pp.119-135). Charlotte, NC: Information Age Publishing.
Jensen, D., Tuten, J., Hu, Y., & Eldridge, D. (2010). Learning and Teaching Literacy in the (dis) Comfort Zone: A Guide for New Teachers and Literacy Coaches. New York, NY: Palgrave/Macmillan.
Tuten, J. (2007). “There are two sides to every story”: How parents negotiate report card discourse.Language Arts, 84 (4), 314-324.
Tuten, J. (2007). "Between a rock and a hard place": A second year teacher's experience writing report cards. Excelsior: Leadership in Teaching and Learning, 2 (1), 31-46.
Kucer, S. B. & Tuten, J.A. (2003). Revisiting and rethinking the reading process. Language Arts, 80 (4), 284-290.