Faculty Vita

Jennifer Conner, Ph.D.

Academic Degrees

Professional Experience

Selected Publications

Roger Farr, Jennifer Conner, Elizabeth Haydel, Bruce Tone, Beth Greene, Tanja Bisesi, and Cheryl Gilliland (2000). Steck-Vaugh Think-Alongs: Comprehending as You Read. Austin, TX: Steck Vaughn. (Workbooks designed to improve reading comprehension for grades 1 through 6.)

Jennifer M. Conner, Beth G. Greene, & Paul Lloyd. (2000). A Summary Report of the Instructional Effectiveness of “Collections, a Harcourt Reading/Language Arts Program.” Educational Research Institute of America, Bloomington, IN.

Beth G. Greene and Jennifer M. Conner. (2000). A Report of the Instructional Effectiveness of the Harcourt Reading Program at the Kindergarten Grade Level. Educational Research Institute of America, Bloomington, IN.

Jennifer M. Conner. (1999). Determining the Construct Validity of Problem-Solving Performance Assessments Through the Use of Verbal Protocols. Unpublished doctoral dissertation, Indiana University, Bloomington, Indiana.

Assessing Learning and Supporting the "Teacher as Coach" in Chelsea Bank Simulations (August, 1998), Submitted to the Andrew W. Mellon Foundation by the Center for Innovation in Assessment, Bloomington, IN.

Larry Mikulecky, Paul Lloyd, and Jennifer M. Conner. (1997). Chelsea Bank: SCANS and Workplace Knowledge. Journal of Educational Computing Research. 17(4), 356-369.

Cognitive, Social, and Literacy Competencies: The Chelsea Bank Simulation Project (August, 1996), Submitted to the Andrew W. Mellon Foundation and the Russell Sage Foundation by the Center for Innovation in Assessment, Bloomington, IN.

Conference Presentations

International Reading Association (IRA), May 2001 (scheduled). Presentation title: Helping Middle-Grade Students Who Are Experiencing Difficulty With Reading: The Think-Along Approach to Developing Strategic Readers.

American Educational Reading Association (AERA), April 2000. Presentation title: Determining the Construct Validity of Problem-Solving Performance Assessments.

Summer Reading Conference, Indiana University, June 1999, Presentation title: ISTEP and Beyond: Improving Students’ Reading Comprehension.

International Reading Association (IRA), May 1999, Presentation title: Improving Reading Comprehension by Engaging Students in Modeling, Coached Practice, and Reflection.

Summer Reading Conference, Indiana University, June 1998, Presentation title: Enhancing Reading Comprehension: Strategies that Focus Students’ Thinking While Reading.

National Reading Conference (NRC), December 1997, Presentation title: Information Processing, Group Communication and Basic Skills Use in the Chelsea Bank Computer Simulation.

International Reading Association (IRA), May 1997, Presentation title: Surviving Distance Education: Perceptions of Multicultural Learners.

American Educational Research Association (AERA), March 1997, Presentation title: Developing Curriculum Assessments: The Chelsea Bank Model.

Teachers of English to Speakers of Other Languages (TESOL), March 1996, Presentation title: Surviving Distance Education: Perceptions of Multicultural Learners.

Association for Indiana Media Educators (AIME), February 1996, Presentation title: Student Perceptions of a Course Taught Via Distance Education.