Education & Human Development

Faculty & Staff

Julie Cheville
julie.cheville@umit.maine.edu

University of Maine
154 Shibles Hall
Orono, ME 04469-5766

(207) 581-2411

Title:
Assistant Professor - Literacy Area Programs

Education:
Iowa State University, B.A., English (1982)
University of Iowa, M.A., English Education (1989)
University of Iowa, Ph.D., Language, Literacy and Culture (1997)

Courses taught:

• ERL 440, Teaching Reading in Secondary School
• ERL 552, Seminar in Teacher Research
• ERL 590, Sociocultural Perspectives in Language and Literacy Development
  Specialty areas
• adolescent literacies
• sociocultural perspectives of language and literacy development
• issues of diversity in language and literacy learning
• teacher research

Representative publications:

Cheville, J. (2007). Analytic dilemmas in real and virtual contexts: A turn to spatial semiosis In J. Flood, S.B. Heath, and D. Lapp (Eds.), Handbook of Research on Teaching Literacy through the Visual and Communicative Arts. Mahwah, NJ: Lawrence Erlbaum Associates.

Cheville, J. & Finders, M. (2007). Defining adolescent and adult writing development: A contest of empirical and federal wills. In C. Bazerman (Ed.), Handbook of Writing Research (p. 417 – 430). Mahwah, NJ: Lawrence Erlbaum Associates.

Cheville, J. (2006). The bias of materiality in sociocultural theory: Reconceiving embodiment. Mind, Culture, and Activity, 13(2), 25 - 37.

Cheville, J. (Jan./Feb. 2005). Confronting the problem of embodiment. International Journal of Qualitative Studies in Education, 18(1), 85-107.

Smith, M., Cheville, J., & Hillocks, G. (2005). "I guess I’d better watch my English.": Grammar and the Teaching of the English Language Arts. In MacArthur, Graham, & Fitzgerald (Eds.), Handbook on Writing Research (pp. 263 - 274). New York: Guilford Publishers, Inc.

Cheville, J. (2004). Automated scoring technologies and the rising influence of error. English Journal, 93(4), 47-52.

Cheville, J. (2003). Conceptual diversity across multiple contexts: Student athletes on the court and in the classroom. In B. Huot & C. Bazerman (Eds.), Multiple literacies for the 21st century (pp. 331-348). Cresskill, NJ: Hampton Press.

Cheville, J. (2001). Minding the body: What student athletes know about learning. Portsmouth, NH: Boynton/Cook Publishers.

Cheville, J. (2000). External portfolio assessment: Where has the reflection gone? In W. Wraga & P. Hlebowitsh (Eds.), Research Review for School Leaders (pp. 261-276). Mahwah, NJ: Lawrence Erlbaum Associates.

Cheville, J., Murphy, S., Underwood, T., & Price, B. (2000). Interpreting teacher and student portfolios as artifacts of classroom cultures: A descriptive assessment. In B. Sunstein & J. Lovell (Eds.), The Portfolio Standard (pp. 149-162). Portsmouth, NH: Heinemann.

Public service:

• NCTE Board of Directors
• NCTE Publication of Affiliates and Assemblies Committee
• National Writing Project Legacy III Research Team
• Review Board, Research in the Teaching of English
• Maine Writing Project Leadership Team

Professional memberships:

• National Conference on Research in Language and Literacy
• National Reading Conference
• National Council of Teachers of English
• Conference on English Education
• American Educational Research Association

Honors:

• New Jersey Governor’s Award in Arts Education (2006)
• NJCTE Outstanding English Language Arts Educator of the Year (2006)
• NCTE Edwin A. Hopkins Award for outstanding article published in English Journal (2004)
• Various institutional and professional teaching and service awards