Janette Klingner is professor of education and co-chair of the Educational Equity and Cultural Diversity program. She was a bilingual special education teacher for ten years before earning a PhD in Reading and Learning Disabilities from the University of Miami in 1994. After serving on the faculty at the University of Miami for seven years, she joined the University of Colorado Boulder’s faculty in 2001.
Dr. Klingner’s principal areas of research focus on: (a) reading comprehension strategy instruction; (b) professional development that enhances teacher quality; (c) Response to Intervention for English Language Learners; and (d) the disproportionate representation of students of color in special education. Currently, she is the principal investigator (PI) on an i3 validation grant, Collaborative Strategic Reading-Colorado (CSR-CO), and the PI on a model demonstration project, RTI Effectiveness Model for English Language Learners (REME). Until recently, she was the co-PI on an IES-funded Goal 3 Study, Collaborative Strategic Reading. To date she has authored or co-authored more than 130 articles, books, and book chapters.
Dr. Klingner’s teaching interests include research methodologies, bilingual special education, bilingual education, learning disabilities, literacy, and multicultural education. She has extensive experience facilitating professional development programs for practicing teachers. She recently created a new doctoral level course on grant writing.
In 2004, Dr. Klingner won the American Educational Research Association (AERA)’s Early Career Award. In 2013 she received the Distinguished Researcher Award from the Special Education Research SIG at AERA. She has also won two awards for outstanding publications.
Dr. Klingner has held numerous leadership positions in professional organizations. She currently serves as President of the Council for Exceptional Children’s Division for Learning Disabilities and as Vice-President for the International Academy for Research on Learning Disabilities. She is an associate editor for the Journal of Learning Disabilities, on the editorial boards of 10 other journals, and a past Co-Editor of the Review of Educational Research.
PhD Reading and Learning Disabilities, University of Miami, 1994
MS Reading and Learning Disabilities, University of Miami, 1992
BA Social Sciences/Political Science, Spanish minor, San Jose State University, 1975
Teaching Certificate in Early Childhood Education, Varying Exceptionalities, 1988-94
and Elementary Education, State of Florida
Resource Specialist Certificate of Competency, State of California, 1982-Life
Certificate of Competency in Bilingual/Crosscultural Special Education, 1982-Life
San Jose State University
Learning Handicapped Credential, K-12, State of California, 1978-Life
Standard Teaching Credential, K-8, State of California, 1975-Life
Dr. Klingner’s principal areas of research focus on: (a) reading comprehension strategy instruction in culturally and linguistically diverse inclusive classrooms; (b) professional development that enhances teacher quality; (c) Response to Intervention for English Language Learners; and (d) the disproportionate representation of students of color in special education.
To date, Dr. Klingner has authored or co-authored more than 130 journal articles, books, book chapters, and other words, and presented at numerous national and international conferences, frequently as a keynote speaker. Currently, she is the PI on an i3 validation grant in partnership with Denver Public Schools and Padres Unidos, Collaborative Strategic Reading-Colorado (CSR-CO), and the PI on a model demonstration project, RTI Effectiveness Model for English Language Learners (REME). Until recently she was a co-PI on two research projects funded by the Institute of Education Sciences (IES), CSR for Struggling Adolescent Readers and the Literacy Learning Cohort Project. In addition, she was a co-PI for the BUENO Equity Assistance Center (Region VIII). Before that she was a co-Principal Investigator for The National Center for Culturally Responsive Educational Systems (NCCRESt), a Technical Assistance Center on the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education. She has been the Co-PI on two Office of Special Education Program (OSEP) funded research grants, the PI on a Teacher Quality Enhancement Project, and the recipient of a Student-Initiated Research Grant that provided financial assistance for the completion of her dissertation. She is or has been a paid consultant on numerous federally funded projects.
Dr. Klingner’s teaching interests include research methodologies, bilingual special education, bilingual education, learning disabilities, literacy, teaching English to speakers of other languages (TESOL), and multicultural education. She has extensive experience facilitating professional development programs for practicing teachers. She is committed to helping pre-service and in-service teachers learn to connect research and theory to practice, and practice to research and theory, as part of an ongoing cycle. She recently created a new doctoral level course on grant-writing.
Recent Courses Taught at the University of Colorado at Boulder:
EDUC 5505: Educating Students with Learning and/or Behavioral Difficulties
This course provides an overview of learning disabilities and emotional/behavioral difficulties with special consideration given to culturally and linguistically diverse exceptional students. Students learn ways to meet the needs of diverse learners through inclusive, multi-tiered educational models. Educational characteristics, assessment strategies, and intervention techniques are emphasized.
EDUC 8610: Advanced Topics EECD Seminar: Grant-writing
This newly developed course covers grantwriting with a focus on topics related to cultural and linguistic diversity and research with students from non-dominant backgrounds or students with special needs. The course offers experience in conceptualizing and developing grant applications. Students acquire knowledge of a variety of funding sources, grant types, and grantwriting strategies. They also learn to review grant proposals.
EDUC 5525/5605: Research Issues in Bilingual Education/Bilingual Special Education
This course offers students the opportunity to examine, critique, and evaluate current and ongoing research in bilingual education and bilingual special education. Students gain an initial understanding of research design and methodology, become more informed consumers and participants in bilingual and bilingual special education research and evaluation activities, and apply their knowledge and skills in the development of a research proposal.
EDUC 3023: Teaching in American Schools
This course and its concomitant practicum enable prospective teachers to critically examine, as well as experience, the intricacies and complexity of teaching and learning in culturally and linguistically diverse American public schools. The objective is to link educational theory and research with the actual practices of teachers and the workings of schools.
EDUC 8014: Doctoral Seminar in Multicultural Education
This course addresses the historical, sociological, political, cultural, philosophical and pedagogical foundations of multicultural education. Grounded in current theories, critiques, and research on multicultural education, the course aims to assist educational researchers to develop skills in scholarship, collaborative reflection, discussion, and fieldwork investigation of culturally and linguistically diverse communities.
EDUC 8804: Doctoral Seminar in Literacy and Special Education
This course provides participants with broad exposure to reading viewed through two lenses – general and special education – with the aim of advancing their interest in and ability to contribute to the field. Topic
Service & Outreach
Dr. Klingner’s service record includes active participation and leadership in professional organizations, significant contributions as a journal editor and member of several editorial boards, extensive mentoring of doctoral students and junior faculty members, and participation in community activities (e.g., professional development workshops, involvement on task forces and committees).
She presently serves as the President of the Council for Exceptional Children (CEC)’s Division for Learning Disabilities and as a Vice-President for the International Academy for Research on Learning Disabilities (IARLD). Past leadership positions include: for the American Education Research Association (AERA), serving on the Early Career Award Committee, as the Chairperson and Program Chairperson of the Special Education Research Special Interest Group, and member of the Editors Committee; for CEC, serving on the Evidence-based Practices Steering Committee, as Secretary, Chairperson of the Diversity Committee, and Chairperson of the Early Career Publication Award Committee for the Division for Research, and as Secretary for the Division for Diverse Exceptional Learners; for IARLD, serving as a Conference Chairperson and local host and Publications Chairperson; for the International Reading Association (IRA), serving as a member of the RTI Commission; and, for the Literacy Research Association (LRA), serving on the Multicultural Issues Standing Committee, the Technology Committee, and as a Field Council Representative for Colorado.
Dr. Klingner is currently an associate editor for the Journal of Learning Disabilities andon the editorial boards of 10 other journals. She is a past Co-Editor of the Review of Educational Research. She also serves as an occasional reviewer for several other journals.