Gina N. Cervetti
Gina Cervetti’s research focuses on the interface of literacy and content-area learning. She is interested in how inquiry experience in science can provide an authentic and engaging meaning-based context for literacy learning; she also examines the role of sustained engagement in a set of ideas for literacy development; and she is looking into ways to help students bring the tools of inquiry to bear on questions they encounter across the curriculum and outside of school.
Following her doctoral work in educational psychology at Michigan State University, Cervetti worked for several years as a postdoctoral scholar and researcher at the University of California, Berkeley, on the Seeds of Science/Roots of Reading (Seeds/Roots) program. Cervetti led the literacy team in its conceptualization and development of integrated science-literacy curriculum units for students in grades 2-5.
Cervetti is also involved in work on academic discourse and vocabulary acquisition in science and on how curriculum materials can best support teachers’ practice and teacher learning. Currently, Cervetti is a coprincipal investigator on a National Science Foundation-funded study of the efficacy of the Seeds/Roots model of science-literacy integration for English learners, and the potential of an educative curriculum design framework for advancing teacher learning about strategies for supporting linguistically diverse students in science. Cervetti joined the University of Michigan following three years as an assistant professor at the University of Colorado, Boulder.
Cervetti teaches courses in the following program(s): Literacy, Language, and Culture ; Secondary Teacher Education (Secondary MAC); Elementary Teacher Education; Elementary Teacher Education (ELMAC).
Last edited by Elena Godin on Thu, April 10, 2014 - 2:59:25