EDUCATION
- Ph.D. in Education and Psychology, University of Michigan, 1993
- M.S. in Psychology, University of Michigan, 1990
- Interdisciplinary Program in Language and Cognition, Northwestern University, 1984-86
- M.Div. (Literature and Religion Focus), University of Chicago, 1979
- B.A. in Philosophy and Religion, Bates College, Cum Laude 1976
AWARDS AND HONORS
- Award for Outstanding Research, College of Education, University of Wyoming, 2013.
- Appointed to the National Assessment of Educational Progress (NAEP) Standards Setting Team for the 2011 Writing Assessment, National Assessment Governing Board, Washington, DC and Measured Progress, Dover, NH, 2010-2012.
- Appointed to the National Assessment of Educational Progress (NAEP) Test Development Standing Committee for the 2011 Writing Assessment, National Center for Education Statistics, Washington, DC and Educational Testing Service, Princeton, NJ, 2008 to 2011.
- Appointed to the National Assessment of Educational Progress (NAEP) Planning Committee for the 2011 Writing Assessment, National Assessment Governing Board, Washington, DC and ACT, Iowa City, IA, 2006-2007.
- National Reading Conference Early Career Achievement Award, 2002.
- National Academy of Education/Spencer Foundation Postdoctoral Fellowship, 1999 2001.
- University Faculty Scholar Award, Purdue University, 2000-2005 (Declined).
- School of Education Outstanding Faculty Teaching Award, Purdue University, 1999-2000.
- Department of Curriculum and Instruction Outstanding Faculty Teaching Award, Purdue University, 1999-2000.
COUrsES TAUGHT AT UNCW
EDN 340 Foundations of Reading
EDN 586 Professional Roles and Systems for Change in Literacy Education
RESEARCH INTERESTS
- Early Literacy Learning and Development
- Genre Studies
- Classroom Discourse
- Disciplinary Literacies
- Literacy and Diversity
- Philosophy of Science
- Qualitative Inquiry
UNDER REVIEW, IN PRESS, AND RECENT PUBLICATIONS
- McGinley, W., & Kamberelis, G. (Under review). Reading sentimentally: Emotion and imagination in the English classroom. Research in the Teaching of English.
- McGinley, W., Kamberelis, G., & Welker, A. (Under review). Roles of affect and imagination in reading and responding to literature: Perspectives and possibilities for secondary English classrooms. Journal of Curriculum Theorizing.
- Kamberelis, G., & Reaves, M. (Revision under review). Early writing development: A dynamic systems perspective. Journal of Literacy Research.
- Kamberelis, G., Dimitriadis, G., & Welker, A. (In press). Focus groups and/in figured worlds. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. xxx-xxx). Thousand Oaks, CA: Sage Publications.
- Kamberelis, G., McGinley, W., & Welker, A. (2015). Literature discussions as mangles of practice: Sociological theories of emergence and/in dialogic learning events. Dialogic Pedagogy: An International Online Journal, 3, 98-130.
- Bialostok, S., & Kamberelis, G. (2014). The play of risk, affect, and the enterprising self in a fourth-grade classroom. In D. Blum & C. Ullman (Eds.), The globalization and corporatization of education: Limits and liminality of the market mantra (pp. 51-68). New York: Routledge. (Originally published in International Journal of Qualitative Studies in Education, 25(4), 417-434).
- Kamberelis, G., & Dimitriadis, G. (2014). Focus groups: Retrospect and prospect. In The Oxford Handbook of Qualitative Research Methods (pp. 315-340). New York: Oxford University Press.
- Kamberelis, G. Gillis, V. R., & Leonard, J. (2014). Disciplinary literacy, English learners, and STEM education. Action in Teacher Education, 36(3), 1-5.
- Howe, L., & Kamberelis, G. (2013). Sequencing through time and place. In W. L. Bredehoft, S. Moldenhauer, & M. Wilson, Sequencing through time and place (pp. 7-15). Laramie, WY: Art Works.
- Kamberelis, G. (2013). Focus group research. In M. Savin-Baden & C. Major (Eds.). An Introduction to qualitative research (pp. 386-387). New York: Routledge.
- Kamberelis, G., & Dimitriadis, G. (2013). Focus groups: From structured interviews to collective conversations. New York: Routledge.
- Kamberelis, G. (2013). Generative routinized practices and the production of classroom cultures and identities. Pedagogies: An International Journal, 8(1), 24-43.
- Martin, A. D., & Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26(6), 668-679.
- Kamberelis, G., & Wehunt, M. D. (2012). Hybrid discourse practice and science learning. Cultural Studies of Science Education, 7, 505-534.
- Bialostok, S., & Kamberelis, G. (2012). The play of risk, affect, and the enterprising self in a fourth-grade classroom. International Journal of Qualitative Studies in Education, 25(4), 417-434.
- Kamberelis, G., & Dimitriadis, G. (2011). Focus groups: Contingent articulations of pedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 545-561). Thousand Oaks, CA: Sage Publications.
- Bialostok, S. M. & Kamberelis, G. (2010). New capitalism, risk, and subjectification in an early childhood classroom. Contemporary Issues in Early Childhood Education, 11(3), 299-312.
- Kamberelis, G. (2010). Writing and/in genres and/in fourth and fifth grades. http://www.reading.org/Libraries/Book_Supplements/bk767Supp-Kamberelis.sflb.ashx. Newark DE: International Reading Association. doi:http://dx.doi.org/10.5195/dpj.2015.69.