School of Education, Room 153
University of Colorado Boulder
Boulder, CO 80309
Jennie Whitcomb is Associate Dean for Teacher Education and senior lecturer in the area of teaching and teacher education. Recent publications reflect her research interest in teacher quality, teacher education policy, and the intersections among the practice and structure of teacher education and teacher learning. From 2005-2009 she co-edited the Journal of Teacher Education (with Hilda Borko and Dan Liston). She co-edited a casebook and facilitator’s guide Groupwork in Diverse Classrooms (with Judith Shulman and Rachel Lotan, Teachers College Press, 1998). Dr. Whitcomb has taught courses that introduce the teaching profession to teacher candidates as well as master’s and doctoral seminars in the following areas: the practice of teaching, research on teaching, teaching and learning environments, and literacy policy.
Dr. Whitcomb is a member of several professional organizations including American Educational Research Association, American Association of Colleges of Teacher Education, and the National Council of Teachers of English.
PhD Curriculum & Teacher Education, Stanford University, 1997
BA English, Stanford University, 1985
(For complete list of publications, please see the faculty member's curriculum vitae.)
Whitcomb, J., & Liston, D., & Borko, H. (2008). Why Teach? Part II. Journal of Teacher Education, 59(4).
Borko, H., Whitcomb, J., & Liston, D. (2008). An education president for the 21st century: Introducing eight letters to the 44th president of the United States. Journal of Teacher Education, 59(3), 207-211.
Liston, D., Borko, H. & Whitcomb, J. (2008). The teacher educator’s role in enhancing teacher quality. Journal of Teacher Education, 59(2), 111-116.
Whitcomb, J. Borko, H., & Liston, D. (2007). Why teach? Journal of Teacher Education, 59(1), 3-9.
Borko, H., Liston, D., & Whitcomb, J. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359-364.
Borko, H., Liston, D., & Whitcomb, J. (2007). Conversations that renew. Journal of Teacher Education, 58(4), 263-268.
Whitcomb, J., Borko, H., & Liston, D. (2007). Stranger than fiction: Arthur Levine's Education school teachers-The basis for a proposal. Journal of Teacher Education, 58(3), 195-201.
Liston, D. P., Whitcomb, J., & Borko, H. (2007). NCLB and scientifically-based research. Journal of Teacher Education, 58(2), 99-107.
Borko, H., Liston, D., Whitcomb, J. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.
Whitcomb, J., Borko, H., & Liston, D. (2006). Living in the tension-Living with the heat. Journal of Teacher Education, 57(5), 447-453.
Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358.
Borko, H., Liston, D., Whitcomb, J. (2006). A conversation among many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57(3), 199-204.
Whitcomb, J. A.(2004). Dilemmas of design and predicaments of practice: Adapting the 'fostering a community of learners' model in secondary school English language arts classrooms. Journal of Curriculum Studies, 36(2), 183-206.
Whitcomb, J. A.(2002). Composing dilemma cases: An opportunity to examine the moral dimensions of teaching. Teaching Education, 13(2), 179-201. Journal homepage: http://www.tandf.co.uk
Borko, H., Whitcomb, J., & Byrnes, K. (2008). Genres of research in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.). Handbook of research on teacher education: Enduring issues in changing contexts, 3rd edition, pp.1017-1049. Mahwah, NJ: Lawrence Erlbaum.
Cossentino, J., & Whitcomb, J. A.(2007). Peace as a premise for learning: Maria Montessori 1870-1952. In D. Hansen (Ed.), Educational ideas have consequences: Ethical visions of the philosophy and practice of education (pp. 111-125). New York: Teachers College Press.
Whitcomb, J. A. (2003). Learning and pedagogy in initial teacher preparation. In W. M. Reynolds & G. E. Miller, (Eds.) & I. B. Weiner (Editor in Chief), Handbook of psychology, volume 7: Educational psychology (pp. 533-556). New York: John Wiley & Sons, Inc.
Whitcomb, J. A. (2003). Practice matters: Reflections on the importance of teacher educator's practice. In D. McInerney & S. Van Etten (Eds.), Sociocultural influences and teacher education programs (pp. 15-33). Greenwich, CT: Information Age Publishing.
Cohen, E. G., Bianchini, J., Cossey, R., Holthius, N., Morphew, C., & Whitcomb, J. A. (1997). What did students learn?: 1982-1994. In E. Cohen & R. Lotan (Eds.),Working for equity in heterogeneous classrooms: Sociological theory and practice. New York: Teachers College Press.
Cohen, E. G., Lotan, R. A., Whitcomb, J. A., Balderrama, M., Cossey, R., & Swanson, P. (1994). Complex instruction: Higher order thinking in heterogeneous classrooms. In S. Sharan (Ed.), Handbook of cooperative learning methods (pp. 82-96). Westport, CT: Greenwood.
Cohen, E. G., Lotan, R. A., & Whitcomb, J. A. (1992). Complex instruction in the untracked social studies classroom. In R. J. Stahl & R. L. VanSickle (Eds.),Cooperative learning in the social studies: An introduction to social inquiry (pp. 52-58). Washington, DC: National Council for the Social Studies (NCSS).