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Professor of Education, Associate Dean of the Faculty for Student Success
English Language Arts Education
Secondary Reading Instruction
Professional Development for Teachers in High-Needs Schools
PhD University of Wisconsin-Madison, Curriculum and Instruction with a concentration in English composition theory
MS University of Wisconsin-Madison, Curriculum and Instruction with a concentration in writing instruction
BS University of Wisconsin-Madison, Curriculum and Instruction with a concentration in English education
- First-Year Studies 171: Examining Educational Equity
- English/ Education 232: Teaching Writing
- Biology 209/Education 209: Biology and the Learning Process, co-taught with Associate Professor of Biology Karen Kirk
- Education 210: Observing the Schooling Process
- Education 215: Instructional Communication Theory and Practice
- Education 306: Middle School Internship and Seminar
- Education 313: Reading in the Content Areas
- Education 315: Middle School Fieldwork and Seminar
- Education 418: Elementary Student Teaching Seminar
- Education 420: Discipline-Specific Secondary Instructional Design
- Education 421: Student Teaching and Secondary Seminar
Greene, S. and Abt-Perkins, D. (Eds.) (2003). Making Race Visible: Literacy Research for Racial Understanding. Teachers College Press, New York, NY.
Alumni Mentorship Project, 2009-currently. Grant from the Associated Colleges of Illinois Center for Success in High Needs Schools, $2,500 annually to support new teachers in high-needs schools and engage in reflective assessment of the design of teacher education programs in small, liberal arts colleges for high-needs school environments.
Science and Math Learning Collaborative. October, 2007-2010. Grant from the Associated Colleges of Illinois Center for Success in High Needs Schools ($40,000 annually for three years) through Illinois Board of Higher Education to support the development of gender-conscious teacher education programming for middle school teachers.
Linking Learning Communities: New Teacher Leadership Project. Part of the Associated Colleges of Illinois, Center for Success in High Needs Schools. United States Department of Education Teacher Quality Grant, 2004-2009. Project Director ($750,000 for five years).
A Model Collaboration: Rethinking American History. United States Department of Education, 2001-2003, with Professor Michael Ebner, Associate Professor Rachel Ragland, Dean of Faculty Janet McCracken and Waukegan Schools administration.
Elected Positions and Appointments
Associate Dean of the Faculty for Student Success, 2017 to present.
Director, Writing Programs, Lake Forest College, 2007 to 2017.
Research in the Teaching of English, Editorial Board, 2010 to present.
Nominating Committee, National Council of Teachers of English, 2008.
Chair, Conference on English Education of the National Council of Teachers of English and Executive Board member, 2002-2005.
Chair, College Forum of the National Council of Teachers of English, 2001.
Associate Chair, Research Assembly of the National Council of Teachers of English, 1997-99; 2005-07.
Faculty Personnel Policies Committee, Lake Forest College, 1998, 2000-2003.
Awards and Honors
Meade Award, National Council of Teachers of English, for distinguished research in English language arts and teacher education, 2003, with Stuart Greene.
Distinguished Paper Award, American Educational Research Association, Instructional Supervision Special Interest Group, 1998
Hotchkiss Fellowship, Lake Forest College, Fall, 1997.
A.S. Barr Fellow, University of Wisconsin-Madison, 1992-1993
Carrie R. Barton Memorial Award in English Education, Univeristy of Wisconsin-Madison, 1991-1992
Supervisor, Student Teacher of the Year, Wisconsin Council of Teachers of English, 1991
American Newspaper Publishers Association Foundation Journalism Award, 1989
Dow Jones Fellowship for Promising Journalism Teachers, 1988
Articles and Book Chapters
Abt-Perkins, D. (2010). Making the invisible visible: Professors and middle school teachers study classroom climate issues to address the persistence of girls in math and science fields of study. Associated Colleges of Illinois Center For Success in High Needs Schools Journal.
Abt-Perkins, D. (2011). Looking for a little inspiration. In Culturally Relevant Pedagogy: Clashes and Confrontations, edited by Lisa Scherff and Karen Spector. Lanham, MD: Rowman & Littlefield.
Pettengill, R., Abt-Perkins, D., Buckley, S. and Babock, K. (2010). Teaching difficult dramatic texts: A Collaborative Inquiry Using Dramaturgy. English Journal.
Abt-Perkins, D. (2009). Finding Common Ground: Conditions for Effective Collaborative Professional Development For Professors of History to Teach Middle and High School Teachers. In R. Ragland and K. Woestman (Eds.), The Teaching American History Project: Lessons for Historians and History Educators. Routledge.
Ragland, R., Pettengill, R. and Abt-Perkins, D. (2008). Dimensions of Collaborative Faculty Development. Academic Exchange Quarterly, 12 (4).
Abt-Perkins, D. (2008). Learning to Speak the Same Language: Collaboration between arts and science and teacher education professors on assessment of teacher candidates. Center for Success in High Needs Schools Journal.
Dudley-Marling, C., Abt-Perkins, D., Kyoko, S., and Selfe, R. (2006). Teacher quality: The perspectives of NCTE members. English Education. 38, (3).
Sherman, S.,Abt-Perkins, D. and Rosswurn, S. (2005). Finding Home: Preparing Pre Service Teachers for High Needs Schools. Center for Success in High Needs School Journal. Associated Colleges of Illinois, Chicago, IL.
Ebner, M., Ragland, R. and Abt-Perkins, D. (2003). Teaching American history: A report from the field. Organization of American Historians Newsletter, 31, 1.
Abt-Perkins, D. (2002). Reports from the states: Illinois. English Education, 34 (2), 156.
Abt-Perkins, D. and Hauschildt, P. and Dale, H.(2000) Becoming Multicultural Supervisors: Lessons from a Collaborative Field Study. Journal of Curriculum and Supervision, 16,1,1218-48.
Abt-Perkins, D. and Rosen, L.M. (2000). Preparing English teachers to teach students of color: Beliefs, challenges, proposals for change. English Education, 32,4, 251-267.
Abt-Perkins, D., Dale, H., and Hauschildt, P. (1998). Letters of intent: Collaborative self-study as reform in teacher education. In A. Cole and G. Knowles (Eds.), The Heart of the Matter: Teacher Education Reform Perspectives and Possibilities. Caddo Gap Press.
Abt-Perkins, D., Hauschildt, P. and Dale, H. (1998). Critical pedagogy in process: A collaborative self-study. Teaching Education, 9, 2, 101-107.
Abt-Perkins, D., and Hightower, D. (1998). Designing liberal arts teacher education to attract students of color. Views and News. Association of Independent Liberal Arts Colleges for Teacher Education, 10, (2), 14-17.
Abt-Perkins, D. (1996). Teaching diverse learners in a middle school writing workshop. In F. Rios, (Ed.), Teacher Thinking in Multicultural Contexts, Albany, NY: State University of New York Press.
Gomez, M.L. & Abt-Perkins, D. (1995). Sharing stories for practice, analysis, and critique. Education Research and Perspectives, 22, (1), 39-52.
Abt-Perkins, D. (1995). Are you calling her a racist?: Language, context, and the struggle to better understand conflicts concerning race. Women and Language, 18, (1), 25-30.
Smith, M. W. & Abt-Perkins, D. (1994) Preservice teacher education. In A .C. Purves (Ed.), Encyclopedia of English Language Arts, pp. 945-948. Urbana, IL: National Council of Teachers of English.
Abt-Perkins, D. & Pagnucci, G. (1993). From tourist to storyteller: Reading and writing science. In S. Tchudi (Ed.), The Astonishing Curriculum: Integrating Science and Humanities through Language, Urbana, IL: National Council of Teachers of English.
Abt-Perkins, D. & Gomez, M .L. (1993). A Good place to begin: Examining our personal perspectives. Language Arts, 70, (3), 193-204.
Abt-Perkins, D. (1992) From alienation to authorship: Creating a writing community for high school basic writers. Journal of Teaching Writing, 11, (1).
Pagnucci, G. & Abt-Perkins, D. (1992) The Never making sense story: Reassessing the value of narrative. English Journal, 81, (3).