Shelby Barrentine, Ed.D.
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University of North Dakota
Department of Teaching & Learning
Office: Education 5-C
231 Centennial Dr. Stop 7189
Grand Forks, ND 58202-7189
701/777-3243 (Office) 701/777-3246 (FAX)
shelby.barrentine@und.nodak.edu |
EDUCATION
Ed.D. Education, University of California, Los Angeles 1993
M.Ed. Curriculum and Instruction, Idaho State University 1983
B.A.Ed. Elementary Education, Central Washington University 1978
PROFESSIONAL EXPERIENCE
UNIVERSITY EXPERIENCE
2006-07 Professor, Department of Teaching & Learning,
University of North Dakota, Grand Forks
2003-06 Chair, Department of Teaching & Learning,
University of North Dakota, Grand Forks
1997-06 Associate Professor, Department of Teaching & Learning,
University of North Dakota, Grand Forks
1992‑7 Assistant Professor in the Center for Teaching & Learning,
University of North Dakota, Grand Forks
1990‑2 Instructor and Field Studies Coordinator
University of California, Los Angeles.
ELEMENTARY EXPERIENCE
1986‑9 Teacher, Sixth Grade, Bakersfield, California
1985‑6 Teacher, First Grade, Bakersfield, California
1983‑4 Teacher, First/Second Grade, Mountain Christian Academy, Martin, Kentucky
1980‑3 Teacher, First Grade, Pocatello, Idaho
1979‑80 Teacher, First Grade, Ontario, Oregon
1978‑9 Teacher, Migrant School Kindergarten, Ontario, Oregon
COURSES TAUGHT
TL 410 Reading & Writing in the Elementary School Classroom
TL 590 ST: Children’s Literature in the Classroom
TL 590 ST: Writing in the Elementary School Classroom
TL 530 Foundations of Reading Instruction
PUBLICATIONS
Barrentine, S.J. & Amend, E.D. (2005). The mission left to us: Implementing process writing practices in a literacy foundations class. The Reading Professor, 27(2), p. 109-139.
Stokes, S.M. & Barrentine, S.J. (2005). Assessment: Understanding what we are being asked to do. Wisconsin State Reading Association Journal, 45(3), 14-19.
Interviewed for article by Stokes, S.M. (2005). Answers to questions about assessment: An interview with assessment experts. Wisconsin State Reading Association Journal, 45(3), 5-10.
Barrentine, S.J. & Stokes, S.M. (Eds.). (2005). Reading assessment: Principles and practices for elementary teachers (2nd ed.). Newark, DE: International Reading Association.
Barrentine, S. J. & Amend, E.D. (2004). Uncovering the personal past and uniting it with the Professional future: Preservice teachers explore their literacy histories. Journal of Reading Education, 30(1), 27-36.
Barrentine, S.J. (Ed.). (1999). Reading assessment: Principles and practices for elementary teachers. Newark, DE: International Reading Association.
Barrentine, S.J. (1999). Facilitating preservice students' development of thematic units. The Teacher Educator, 34(4), 276-290.
Barrentine, S.J. (1999). Engaging with teaching through interactive read-alouds. In T. McDermott (Ed.), Reading Research Anthology: The Why? Of Reading Instruction. Consortium on Reading Excellence. Novato, CA: Arena Press. (Reprinted from The Reading Teacher, 50(1), 36-43).
PROFESSIONAL PRESENTATIONS
Institute: Co-organizers—Shelby J. Barrentine & Sandra M. Stokes. “Reading Assessment: Principles and Practices for Elementary Teachers”. 51st Annual Convention of the International Reading Association. Chicago, IL. April 30-May 4, 2006.
Co-presenter with Sandra M. Stokes. “Reading Assessment: Principles and Practices for Elementary Teachers”. 32nd Conference of the Plains Regional Reading Association, Minneapolis, MN. November 9-12, 2005.
Presenter, “Teacher Read-alouds in the Primary Classroom.” Conference of the North Dakota Reading Association, Grand Forks, ND, April 2005.
Presenter, “Understanding Readers and Writers from the Inside Out: Reading Education that Focuses on Real Readers.” Delray Beach, FL: College Reading Association Conference, October/November 2004.
2004 Presenter, “My Teacher’s a Poet.” Conference of the North Dakota Reading Association, Minot, ND, April 2004.
Co-presenter, Barrentine, S.J. & Amend, E.D. (2003). “Bridging the Personal Past and the Professional Future.” Orlando, FL: 48th Annual Convention of the International Reading Association. SIG: Organization of Teacher Educators in Reading.
Presenter, “Dear Teacher. . .Letter Writing in the Curriculum.” Conference of the North Dakota Reading Association, Fargo, ND, April 2002.
Presenter, “Guided Reading: A Mainstay of Reading Instruction.” North Dakota Title Conference, 22-23 October 2001, Bismarck, ND.
Presenter, “Strategy Instruction for Readers.” 28th IRA Plains Regional Conference, Sioux Falls, SD, October 2001,
Presenter, “Re-packing the Suitcase: Re-crafting Narratives with Young Writers.” Conference of the North Dakota Reading Association, Dickinson, ND, April 2001.
Presenter, “Practices with Promise.” North Dakota Migrant Education Conference, 05 June 2000, Fargo, ND.
Presenter, “Strategy Instruction for Strugglers.” North Dakota Title I Conference, 11-12 October 2000, Bismarck, ND.
Presenter, “Sharing the Thrills of Being Literate.” Conference of the North Dakota Reading Association, Bismarck, ND, April 2000.
PROFESSIONAL AFFILIATIONS
1991‑07 American Educational Research Association (AERA)
1982‑07 International Reading Association (IRA)
1992-07 Lake Agassiz Reading Council (LARC)
1991‑07 National Council of Teachers of English (NCTE)
1993-07 North Dakota Reading Association (NDRA)
1992‑07 Phi Delta Kappa (PDK)
1998-07 Southern Poverty Law Center
CONSULTING
2005 Barrentine, S.J. & Shea, S. “Engaging with Reading Through Interactive Storybook Reading”. September 24, 2005. Largo, FL. Pinellas County Public Schools, Early Childhood Education.
APPOINTMENTS & PROGRAM COORDINATION
2006-7 Graduate Director for Masters in Reading Education
2003-6 Chair, Department of Teaching & Learning
2000-2 Graduate Director for Masters in Reading Education
1995-2 Graduate Director for Masters in Elementary Education
1997-9 Undergraduate Coordinator, Elementary Program Area
1996 Elected to full membership of the Graduate Faculty, University of North Dakota
AWARD
2002 UND Foundation Thomas J. Clifford Faculty Achievement Award for Outstanding Faculty Development and Service, February 28, 2002.
SELECTED PROFESSIONAL DEVELOPMENT ACTIVITIES
2005 Accreditation, Accountability, and Quality: An Institutional Orientation and Professional Development Conference. AACTE & NCATE. Arlington, Virginia;
March 30-April 2, 2005.
2005 Celebrating Collaborative Leadership in Education/ AACTE 57th Annual Meeting & Exhibits. February 20-23, 2005. Washington, DC.
2003 Accreditation, Accountability, and Quality: An Institutional Orientation and Professional Development Conference sponsored by AACTE & NCATE. Arlington, VA. October1-4, 2003. 2003 An Introduction to Guided Reading: Looking at Children, Books. Teaching and Teaching for Comprehending in the Reading Workshop, Grades 3-6: Independent Reading, Guided Reading, and Literature Study. Irene C. Fountas & Gay Su Pinnell. Heinemann Workshops. Minneapolis, MN. November 18-19, 2003.
2002 Attended the 31st Annual International Bilingual/Multicultural Education Conference. Philadelphia, PA. March 2002.
2002 Developmental Leave for the academic year, 2002-03.
MASTERS' AND DOCTORAL SCHOLARSHIP REQUIREMENTS
Barrentine, S.J. (1993). Teachers' comprehension building practices during storybook reading events. Unpublished doctoral dissertation, University of California, Los Angeles.
Barrentine, S.J. (1983). Field dependence‑independence and its relationship to finding the main idea. Unpublished master's thesis, Idaho State University, Pocatello, Idaho.
