麻豆蜜桃AV

-Graphic Novels and Literacy Instruction

-Teacher development

-Alternative methods for field based supervision 

-Generative technology

- Dr. Smetana is currently a researcher as a part of a nationwide study titled 'The Impact of Teacher Education Programs on the Knowledge and Instructional Practices of Teacher Candidates'.

• AB 1971 University of California, Berkeley
• MS 1976 California State University, Hayward
• EdD 1986 Brigham Young University

 Lenski, S. J., Ganske, K., Chambers, S., Wold, L, Dobler, E., Grisham, D.L., Scales, R.Q., Smetana, L., Wolsey, T.D., Yoder, K. K., & Young, J. (2013). 

Literacy course priorities and Signature Aspects of nine teacher preparation programs. Journal of Literacy Research and Instruction, 52. 1, 11-27.

doi: 10.1080/19388071.2012.738778

Smetana, L. (2012). Revitalizing Tier 2 intervention with graphic novels. Reading Horizons:

Horizons: Vol. 51: Iss. 3, Article 3.

Smetana, L. & Grisham, D.L. (2012)  Generative technology for teachers and teacher educators. Journal of Reading Education, 36, 3, 12-18. (JRE Article of the Year) 

Wilson, N. & Smetana, L. (2011);Questioning as Thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 2, 84-90.

Chapters in Books (reviewed)

Grisham, D. L. & Smetana, L. (2013). Multimodal Composition for teacher candidates: Models for K-12 classroom writing instruction.  In R. Ferdig & K. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: I-G-I Global. 

Grisham, D. L., Yoder, K. K., Smetana, L., Dobler, E., Young, J., Wolsey, T. D., Chambers, S., Scales, R., Wold, L., & Ganske, K.  (in press). Teacher candidates’ expressed literacy learning in ten teacher preparation programs: Phase I of a longitudinal study. Teacher Education and Practice.

Wolsey, T. D., Young, J., Scales, R., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Smetana, L., Grisham, D.L., Ganske, K., Dobler, E., & Chambers, S.  (in press). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education. 

Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., Scales. R., Smetana, L., Wolsey, T. D., Yoder, K., & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Journal of Literacy Research and Instruction, 52(1), 1-27. doi: 10.1080/19388071.2012.738778 

Smetana, L. & Grisham, D.L. (2012)  Generative technology for teachers and teacher educators. Journal of Reading Education, 36, 3, 12-18. (JRE  Resarch Article of the Year)  

Wilson, N. & Smetana, L. (2011)  Questioning as Thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 2, 84-90. 

Grisham, D. L & Smetana, L. (2011) Generative technology for teachers and teacher educators.

                  Journal of Reading Education, spring/summer 2011. 

Smetana, L. (2012). Revitalizing Tier 2 intervention with graphic novels. Reading Horizons:

             Horizons: Vol. 51: Iss. 3, Article 3.
Available at:  

Smetana, L (2010) Graphic novel gurus: Graphic novels for students with learning disabilities. California Reader, 44( 2) pp 3-14. 

Smetana, L. (2010) A view from the middle: Looking more closely at tier 2  (secondary)  intervention. California Reader, 44 (1) pp 15-24. 

Smetana, L.D., Odelson, D., Burns, H. & Grisham, D.L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent and Adult Literacy. 52(8) pp. 228-240. Reprinted in California Reader, 44 (2) 25-25.

Wilson, N.S. & Smetana, L. (2009) Questioning as Thinking:  Metacognitive framework.  Middle School Journal, 40, 2, 20-28.

Wilson, N.S., Smetana, L., & Grisham, D. (2009).  Investigating Content Area Teachers' Understanding of a Content Literacy Framework: A Year-Long Professional Development Initiative. Journal of Adolescent and Adult Literacy, 52, 8, 708-718. 

Smetana, L. & Grisham, D. (2007). Adventures at the national book festival. CEAS Crosscurrents, fall 2007. Available at http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48. 

Lubliner, S. with Smetana, L. (2005). Getting Into Words. Vocabulary Instruction that Strengthens Comprehension. Baltimore, MD: Brookes Publishing. 

Smetana, L. (2004). Collaborative storybook reading: Bringing parents and children together. Reading Horizons. 

Lubliner, S. & Smetana, L. (2003). The effects of comprehensive vocabulary instruction on the metacognitive word leaning skills and reading comprehension of title I students. Journal of Literacy Research. 

Davenport, J. & Smetana, L (2003). Helping new teachers achieve excellence. Delta Kappa Gamma Bulletin. (winter issue 2007). 

Smetana, L. (1990). Current Events: A springboard for integrating writing and social studies. California Reader. (23, 2). Non-referred publication. 

Non-referred Publications

Smetana, L (2009, 2011) Education Specialist Mild Moderate Disability Programs, program

document for CTC, NCATE accreditation reviews

Smetana, L. & Grisham, D. (2007). Adventures at the national book festival. CEAS Crosscurrents, fall 2007. Available at http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48.

Smetana, L. (2003) California State University, Hayward Special Education Intern Program

California Special Education Intern Programs monograph

Smetana, L. (1988). A parent's guide to read aloud enjoyment. Publication prepared for San Francisco Unified School District Consent Decree Schools.

Books

Lubliner, S. & Smetana, L. (2004) Getting Into Words: Vocabulary Instruction for Comprehension. Boston: Brookes Publishing Company.

2013      American Educational Research Association, April 27-May 1, 2013, San Francisco, CA.  45.086-5. A Longitudinal Investigation of Teacher Educations Programs Across the United States. (TERSG, with T.D. Wolsey, Linda Smetana, Kathy Ganske, David Scales, Susan Lenski).

2013       International Reading Association, April 19-22, San Antonio, TX. Generative Technology for Literacy Learning (TILE).  

2013       9th International Literary Conference, February 20-22, 2013, Guatemala City, Guatemala. Scaffolding Literacy Learning through Graphic Novels and Other Multimodal Representations. 

2012       Literacy Research Association, 62nd Annual Conference, November 28-December 1, 2012, San Diego, CA. Teacher Education Programs Effects on the Pedagogical Practices of Teacher Candidates. TERSG Report on Phase I of Longitudinal Study of Teacher Preparation, State Standards (2) Promising Practices in Literacy Teacher Education: Researchers of Literacy.  

2012       International Reading Association, April 29-May 3, 2012, Chicago, IL.  TERSG Longitudinal Investigation Report (OTER). 

2011       Literacy Research Association, 61st Annual Conference, November 30-December 3, 2011, Jacksonville, FL.  (1) Expanding the Investigation:  Exploring the Impact of Teacher Preparation Programs on the Instructional Practices of Teacher Candidates. TERSG Longitudinal Investigation, Phases I and II.  

2010       California Educational Research Association. San Diego CA. December 3-5, 2010.

Needle in a haystack: Looking for Response to Intervention (RTI) teacher skills in the California Teacher Preparation Standards.

2010       Literacy Research Association (formerly National Reading Conference) December 1- 4, 2010, Fort Worth, Texas. Graphic Novel Symposium Learning from Graphic Novels: Word and Images Meet (with T.D. Wolsey, D.L. Grisham, D. Lapp, N. Frey) 

2010       Literacy Research Association (formerly National Reading Conference) December 1- 4, 2010, Fort Worth, Texas.Teacher Education Research Study Group (TERSG) Alternative Session

               Teacher Preparation and Literacy Development (with TERSG research group members)

2010       International Reading Association 55^th Annual Convention, April 25-28, Chicago, Illinois.

               Generative Technology for Teachers and Teacher Educators TILE SIG (Technology in Literacy Education Special Interest Group)  with Dana Grisham 

2009      American Reading Forum, National Reading Conference, 30^th Annual Meeting, December 9-11, 2009, Sanibel Island, Florida. Engaging Deaf Students with Graphic Novels (with Dana Grisham) 

2009       California Association of Resource Specialists Plus (CARS+), February 1, 2009, Reno, NV, Special Education Reform 

2008       Developing teacher preparation standards for special education teachers of the next decade, November 1, 2008, Dallas, TX, Teacher Education Division of the Council for Exceptional Children 

2007       Statewide process to revise special education standards, November 1, 2007, Milwaukee, WI, Teacher Education Division of the Council for Exceptional Children 

2006       Preparing Teachers to Teach in Inclusive Settings: What Teachers Need and How to Help Them, April 1, 2006, San Francisco, CA, AERA Conference 

2006       Preparing Teachers to Teach in Inclusive Settings: Strategies for Success, February 1, 2006, New York, NY, AACTE Conference 

2004       Castles in the Air: Using Visual Imagery to Enhance Comprehension, November 1, 2004, San Jose, California, California Reading Association 

2003       Storybook Reading: Engaging at Risk Readers With Text, November 1, 2003, San Diego, California, California Reading Association 

2003       News and Views Using Reciprocal Teaching Strategies with Texts (2.5 hour workshop), November 1, 2003, San Diego, California, California Reading Association 

2003       News and Views: Using Reciprocal Teaching Strategies with Texts, November 1, 2003, Chicago, Illinois, National Council for Social Studies 

2003      Vocabulary Instruction that Strengthens Comprehension (2.5 hour workshop), May 1, 2003, Orlando Florida, International Reading Association 

2003       Recognition or Recall: What Reading Comprehension Tests Really Measure, April 1, 2003, Chicago, Illinois, American Educational Research Association

2003       Concept Development in Lesson Planning, March 1, 2003, San Jose, California, California Council for Teacher Education

2003       Test Format Differences in the Measurement of Reading Comprehension, January 1, 2003, Honolulu, Hawaii, Hawaii International Conference on Education 

2002       Questioning Strategies to Improve Comprehension of Content Area Text, November 1, 2002, Sacramento California, California Reading Association

2002       Beyond Survival: Case Studies of Struggling Readers, October 1, 2002, San Diego California, California Council for Teacher Education

2000       Sustaining Ourselves: Meeting the Challenge of Urban Schools, July 1, 2000, Holy Names College, A symposium for teachers

1999       Multicultural Literature for Children's Enjoyment, October 1, 1999, CA, Presentation for Parent University sponsored by the Oakland Unified School District

1999      Building Literacy in Multicultural Settings, July 1, 1999, Holly Names College, A symposium for teachers sponsored by the Irvine Multicultural Project and Holy Names College.

1998       Learning About Learning Disabilities Over 50 hours of student and staff development regarding reading disabilities, ADD/ADHD, writing difficulties and other learning differences, November 1, 1998, Orinda Intermediate School, Student and staff

1997       Learning Differences: What to Do Next. Families, January 25, 1997, Holy Names College, Bridges to the Next Millennium Conference

1993       Making Connections: Developing Children's Enjoyment of Literature., February 12, 1993, Fresno, Lecture and demonstration presented at Unity, a conference sponsored by Fresno Pacific College and the San Joaquin County Office of Education

1993       Special Education, Is It Really Special? An overview and analysis of the laws and regulations that impact the education of student with suspected as well as identified special needs, January 14, 1993, El Sobrante, West Contra Costa Unified School District

1998         Introducing the California English/Language Arts Framework, May 1, 1988, El Sobrante, Videotaped presentation for the West Contra Costa Unified School District

TEACHING EXPERIENCE IN THE PUBLIC SCHOOLS, PRE-K THROUGH CONTINUATION HIGH SCHOOL

•    West Contra Costa Unified School District, Richmond, CA: 1979-present: Resource Specialist; 1976-1979: School Improvement Program Reading Specialist and Project Director

•    Pittsburg Unified School District, Pittsburg, California: 1972-1974: Teacher, Demonstration Preschool Program

PROFESSIONAL NON-UNIVERSITY EXPERIENCES

Commission Teacher Credentialing

Bureau of Institutional Reviewers - team member

January 2007-present :Special Education Design Team – Standards Committee

January 2005-August 2006: Special Education Design Team

March 2009:  Team Leader for Accreditation Visit

October 2007: Cluster Leader for Accreditation Visit to CSU Fullerton

April 2007: Team Member for Accreditation Visit to CSU Chico

October 2005: Team Member for Accreditation Visit to CSU Dominguez Hills

2007-2008: Document Program Review for ELD Authorization to the Education Specialist Credential

2002-2004: Program Review for SB 2042 Multiple Subject Credential

1992-1997: Cluster Leader/Member Board of Institutional reviewers

Consultant

2008:  Touro University

2002-2004: University of LaVerne

2002-2003:  Pt. Loma Nazarene University

1990-2000: School of the Epiphany, San Francisco. CA

2007-present : Trainer-Consultant – Iris Project, Claremont, CA

1996-1998: Orinda Union School District – Disability Awareness

1996-1997: Washington School, San Leandro, CA

1987-1988: Consent Degree Schools- San Francisco Unified School District

1987-1988: Visiting Scholar - School University Partnership for Educational Renewal

Committee Service- California State University

2008-present Lecturer Evaluation Subcommittee for the Faculty Welfare Committee

2005-present Committee for Academic Program Review, CAPR (University Committee)

2007-preseant Library Review Committee (University Committee)

2007Sabbatical Leave Committee (University Committee)

2006-presesnt Basic Skills Appeals Committee (University Committee)

2006-2008Women and Cultural Groups Subcommittee for the Curriculum and Instruction Committee (University Committee)

2003, 2005, 2007 Search Committees (TED), multiple subject faculty, student teaching supervisor and curriculum committees

2005-2008Study Abroad Candidate Interview Committee

2002-2004, chair 2003-2004Honorary Degree Committee (University Committee)

2002-2004, chair 2003-2004Institute for Research and Development (CEAS)

2002-2004Curriculum Development Committee (TED)

2001-2002Steering Committee for the SEAS NCATE/CTC review 2001-2002

2001-2002SEAS Special Events Committee (SEAS) 2001-2002

Committee Service at Holy Names College provided upon request

Clinical Experience

1998-2002Clinical Supervisor for Certificate Program in Educational Therapy, Raskob Learning Institute, Oakland, CA

1988-1989Teaching Fellow, Sequoia Elementary School, Oakland CA

1988-1989Clinical Supervisor St. Mary's College, Moraga, CA

1987-1988Assistant Director, Longfellow Reading Clinic, UC Berkeley

1986-1988Supervisor Advanced Reading Language Leadership Program, UC Berkeley

1976Participant, Summer Reading Clinic, California State University, Hayward 

Teaching Credentials

1972  Life Standard Elementary Teaching Credential

1976  Life Specialist Instruction Credential (Reading)

1978  Life Specialist Instruction Credential in Special Education Learning Handicapped

1981  Clear Resource Specialist Certificate of Competence

2008  Clear Certificate of Completion of Staff Development (SB395-ELD)

1984-45  Coursework completed for the Tier 1 Administrative Services Credential 

Affiliations/Memberships

International Reading Association

Council for Exceptional Children

California Association of Professors of Special Education

American Educational Research Association

Community Service

2003-present  Miramonte High School WISE Project Review

2002-2004 Washington University in St. Louis Parents Council

1997-1003Parent Action Team – Miramonte High School

Interests

Teacher preparation program development and evaluation

Instruction for students with severe reading disabilities

Response to Intervention practices

Candidate assessment

Program Documents:

Smetana, Linda (2009) 麻豆蜜桃AV's Education Specialist: Mild/Moderate Disabilities Credential Program, Preliminary Level I and Professional Level II.  Program documents prepared for the CTC/NCATE review. 

Smetana, Linda (2003) California State University, Hayward's Special Education Intern Program.California Special Education Intern Programs Monograph. 

Smetana, Linda (2003)  2042 Multiple Subjects Credential Program.  Document prepared for initial program accreditation. 

Smetana, Linda (2002)  Response to the Reading Standard.  Document prepared for the CTC/NCATE Review. 

___(2002)  Response to Standard 13.  Document prepared in response to AB1059. 

___(1997)  Holy Names College Program Document for Education Specialist Credential Level I, initial program accreditation. 

Smetana, L., Maestre, T., & Webster, P. (1997) Reading Instruction Competency Assessment (RICA) Document to the Commission on Teacher Credentialing. 

Smetana, Linda (1997) Education 336:  Curriculum & Instruction Language Arts.  The development and preparation of the scope and sequence for a new course to fulfill RICA requirements. 

Smetana, Linda (1997) Certificate Program in Educational Therapy.

 ___(1993) Reading Instruction for All Learners a videotape to accompany the course document for The Reading Program (x343).  University of California, Berkeley Center for Media and Independent Learning.  This course satisfied the Commission on Teacher Credentialing reading class requirement for those individuals who hold an out of state credential.

 ___(1991) Literature for Children of All Ages (x344).  University of California, Berkeley Center for Media and Independent Learning.  This course satisfied the Commission on Teacher Credentialing requirement for continuing education units for credential renewal. 

___(1991, 1988) The Reading Program (x343).  University of California, Berkeley Center for Media and Independent Learning.  This course satisfied the Commission on Teacher Credentialing reading class requirement for those individuals who hold an out of state or expired credential.