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Accreditation Report 2002
Core Campuses: Bloomington and Indianapolis
for the National Council for Accreditation of Teacher Education
and the Indiana Professional Standards Board

Faculty Vita

Beth Berghoff, Ph.D.

Title: Chair, Undergraduate Teacher Education and Associate Professor/Language Education
Office: ES 3127
Campus: Indianapolis
Year of appointment: 1995


Academic Degrees

Ph.D Indiana University, Bloomington, Indiana 1995 Language Ed/Literacy
M.S. The Ohio State University, Columbus, Ohio 1984 Reading
B.A. Indiana University, Bloomington, Indiana 1975 Elem. Ed

Professional Experience

2001-Present Chair of Undergraduate Teacher Education, Indiana University Purdue UniversityIndianapolis, 902 W. New York St., ES 3127, Indianapolis, Indiana.
1995-Present Associate Professor of Language Education, School of Education, Indiana University Purdue University Indianapolis, Indianapolis, IN
1992-1995 Language Arts Program Coordinator, Indiana Department of Education, Indianapolis, IN
1990-1992 Associate Instructor, School of Education, Indiana University, Bloomington, IN
1985-1989 Elementary Teacher, Muessel Elementary School, South Bend, IN
1976-1978 Elementary Teacher, Brockland Elementary School, Lawton, OK

Faculty Teaching

Fall 2001 E341 Methods of Teaching Reading II
Fall 2001 H340 Education and American Culture
Fall 2001 M306 Field Experience: Elementary Cohort 7
Fall 2001 L530 Rethinking Writing in Elementary Schools
Fall 2001 W505 Seminar on School Reform
Fall 2001 L799 Doctoral Thesis in Language Education
Fall 2001 W505 Rethinking Writing in the Elementary School II
Summer 2001 L590 Individual Study or Research in Lang. Ed

Selected Publications

    Borgmann, C., Berghoff, B., & Parr, C. (2001) Dispositional change in preservice classroom teachers through the aesthetic experience and parallel processes of inquiry in arts integration. Arts and Learning Research Journal. 17, 1:61-. R

    Berghoff, B. (2001) Final reflections: Going beyond words. Primary voices. 9, 4: 34-37. T

    Berghoff, B., Parr, C., & Borgmann, C. (2001) We think differently: Lessons from multiple ways of knowing curriculum. Dragon Lode. 19,2: 5-8.R

    Berghoff, B. & Haines, D. (2000). Introducing urban children to environmental activism. Primary voices. 9,2 (23-29).

    Berghoff, B., Egawa, K., Harste, J. & Hoonan, B. (2000). Beyond reading and writing: Inquiry, curriculum, and multiple ways of knowing. Urbana, IL: National Council Teachers of English.

    Berghoff, B. (2000). Exploring our past. In Adventuring with books. K. Mitchell-Pierce (Ed.). Urbana, IL: National Council Teachers of English.

    Berghoff, B., Sails, K. & Hall, P. (1999). “Dimensions of Diversity,” in J. Hatcher (Ed.) Developing dynamic tutors: A supplemental guide for training reading tutors. Indianapolis, IN: Indiana Campus Compact.

    Berghoff, B. (1998). Multiple sign systems and reading. The reading teacher. 51, 6, (520-523).

    Berghoff, B. (1997). Stance and teacher education: Understanding the relational nature of teaching. Paper presented at National Reading Conference (Scotsdale, AZ, December 6, 1997). ERIC 424 218.

    Berghoff, B. (1997). Living a literate life. Language arts. 74, 5, (316-324).

Current Professional and Academic Association Memberships

    Chair, Undergraduate Teacher Education, LTTL Team Leader and Liaison to Cold Spring Elementary
    English Education Search Committee
    Mentored graduate of Cohort 5 Gina Short at IPS School 39 for four months
    Search Committee in spring new Assistant Professor in Language Education Department,
    Bloomington, Spring 2001.
    Web broadcast for Jon Lawrence, Alumni Relations. Phonics: Why the Controversy?
    http://www.indiana.edu/~educalum/calendar.html September 25, 2001
    Testified against Transition to Teaching, Indiana Senate, January 24, 2001

Research Areas

    Preservice Educate Indiana Grant, Indiana Department of Education, 10/01-9/02, $17, 375

    Managing Best Practice and Accountability in English/Language Arts, Indiana Department of Education, 5/01-6/02, $12,147.

    Virtual Curriculum Action Research, Great Cities Universities, ˝-7/02, $40,950

Service/Outreach Projects

    Standard Setting Study for Assessment in the Praxis Series (Reading Test), ETS, January 10, 2001. School Coach for Cold Spring as a part of the Indiana Essential Schools Network, Cold Springs School, Indianapolis, IN

    Indianapolis Research and Inquiry Schools Facilitator for six Indianapolis Public Schools: Key School, Center for Inquiry, Cold Spring, Arlington High School, and School 69, Indianapolis, Indiana.

    Partnership for Young Writers—This is a new professional development I initiative funded by the Pulliam Trust, Indianapolis, Indiana.

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