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Courses:

• ENG 400-01: This course focuses on the necessary information you need as you move into the English/Language Arts classroom. While I will offer theoretical frameworks for much of what you will want to accomplish in your own classroom, this course will focus on reality--what tips, information, practical advice do you need as you head out into your student teaching placement. In that sense, I will need your help to decide how we should proceed with this course.
• ENG 404-01: This course focuses on two important points in the teaching of literature in the secondary school. The first is the consideration of the thought-processes behind the development of the classroom teacher's philosophy for teaching literature and how this, in turn, effects the choices she makes for facilitating her students' learning. The second is to survey adolescent literature. The class will make critical evaluations of the literature as well as investigate strategies for encouraging student reading.
• ECI 495-01: This number refers to the Supervision of Student Teachers.

Contacting me on the Internet:

• email me


• or use the feedback form

Areas of Teaching:

English Education: Pedagogy in the teaching of English, Adolescent Literature, Whole Language, Language and its influence on learning

National Council of Teachers of English
Arizona English Teachers Association
Northern Arizona University Student Affiliate
International Reading Association
Association for Supervision and Curriculum Development
Lambda Theta Pi

Curriculum Vitae:

EDUCATION

Ph.D. English Education, The University of Iowa, Iowa City, Iowa. August, 1995
M.A. English, Iowa State University, Ames, Iowa. 1988.
B.A. English/Secondary Education, Iowa State University, 1985.


UNIVERSITY TEACHING EXPERIENCE

Northern Arizona University, Flagstaff, Arizona
Associate Professor of English. August, 1995-current.

The University of Iowa, Iowa City, Iowa
Seminar Instructor, English Education student teaching program. August, 1993-May, 1995.
Supervisor of Student Teachers, English Education student teaching program. August, 1993-May, 1995.
Instructor, Teaching Literature to Adolescents. Summer, 1994, 1995.

Iowa State University, Ames, Iowa
Instructor, Freshman Composition--English 104 & 105. August, 1987-May, 1988.

 

COMMUNITY COLLEGE EXPERIENCE

Northern Virginia Community College, Manassas, Virginia
Instructor, Freshman Composition--English 112. Spring, 1989.
Tutor, Writing Lab. August, 1989-May, 1990

 

PUBLIC SCHOOL EXPERIENCE

Teacher, Mount Elden Middle School, Flagstaff Unified School District, Flagstaff, Arizona. Taught
8th grade language arts in a partnership situation. 1998-1999.

Teacher, High School English Department, West Liberty Community School District, West Liberty,
Iowa. Taught 11th grade American Literature, Senior Composition, and Advanced Placement English.
Advisor: Fall play, Individual speech. 1990-1993.

Teacher, Robinson Intermediate English Department, Fairfax County Public Schools, Burke, Virginia.
Taught 7th and 8th grade Language Arts, Talented and Gifted 8th grade Language Arts. 1988-1990.

Teacher, Ballard High School English Department, Ballard Community Schools, Huxley, Iowa. Taught
Sophomore English. Advisor: Fall play, Individual and Large group speech, Thespians. 1985-1987.

 

PUBLICATIONS

“The ‘Thinking’ Students’ Authors: Using Chris Crutcher’s Athletic Shorts in the secondary Classroom.”
(2001). The Arizona English Bulletin, 43, 29-41.

Boreen, J. & D. Niday. “Breaking Through the Isolation: Mentoring beginning teachers.” (2000).
The Journal of Adolescent and Adult Literacy, 44, 152-163.

“Surfing the ‘Net: Getting middle school students excited about research and writing.” (2000).
Trends and Issues in Secondary English, Zarina M. Hock, ed. Urbana, IL: The National Council of
Teachers of English. Reprinted from Gruber, Sibylle, ed. Weaving a Virtual Web: Practical approaches
to new information technologies. Urbana, IL: The National Council of Teachers of English.

“Tips for Teaching Technology in the Classroom.” (2000). Classroom Leadership, 1-2.

Boreen, J., M. Johnson, D. Niday, and J. Potts. (2000). Mentoring Beginning Teachers: Guiding,
Reflecting, Coaching. York, Maine: Stenhouse Publishers.

“Surfing the ‘Net: Getting middle school students excited about research and writing.” (1999).
Gruber, Sibylle, ed. Weaving a Virtual Web: Practical approaches to new information technologies.
Urbana, IL: The National Council of Teachers of English.

“Images of Women in Historical Young Adult Fiction: Seeking Role Models.” (1999).
The ALAN Review, 26, 14-21.

“Native American Resources.” (1999). Danks, Carol, and Leatrice Rabinsky, eds. Teaching for a
Tolerant World: Essays and Resources for Grades 9-12. Urbana, IL: The National Council of
Teachers of English.

“Female Protagonists in Historical Fiction: Can “real” characters be role models?” (1998).
The Colorado Statement, 34, 13-18.

Book Review for Just Girls: Hidden Literacies and Life in Junior High. (1998). Journal of
Adolescent and Adult Literacy, 41, 412-414.

“Surfing the ‘Net: A Writing Workshop for Middle School.” (1997). The Quarterly of the National
Writing Project, 19, 29-35.

“Using Young Adult Literature to Help Secondary Students Discuss Gender Bias in the Classroom.”
(1997). Arizona English Bulletin, 39, 35-39.

“The Reading Conference and the Secondary Classroom.” (1996). Arizona English Bulletin, 38, 5-14.


 

PUBLICATIONS ACCEPTED OR UNDER CONTRACT

Boreen, Johnson, and Niday. Mentoring Across Boundaries. Under contract to Stenhouse.

Boreen, J. & S. Gruber. “The Witches: Middle School and College Students Experience Learning.
Accepted by Teachers and Teaching.

Boreen, J. & D. Niday. (Videotape/handbook) Mentoring Beginning Teachers: Guiding, Coaching,
Reflecting. Stenhouse Publishers.


 

PRESENTATIONS

“The Best of the Best in YA Lit Since 1990.” The Arizona English Teachers’ Association
Fall Statewide Conference, Tucson, Arizona, October 2002.

“Crossing Boundaries: Mentoring in Unique Teaching Situations.” The National Council of Teachers
of English Spring Conference, Portland, Oregon, March, 2002.

“Reconceptualizing Classroom Technology.” The Arizona English Teachers Statewide Conference,
Coolidge, Arizona, September, 2001.

Mentoring Beginning Teachers: Creating mentoring bonds between university teacher educators and
public school teachers.” The National Council of Teachers of English Spring Conference,
Birmingham, Alabama, March 2001.

“Transforming Leadership Roles in Academic Communities: Untenured Women Speak Out.” The
New Mexico Women’s Studies Conference 2001, Farmington, New Mexico, March, 2001.

“Surfing the ‘Net with Middle School Students: Lessons from the Learners.” The National Council of
Teachers of English National Convention, Milwaukee, Wisconsin, November 2000.

“Guiding, Coaching, Reflecting: Mentoring Beginning Teachers.” The National Council of Teachers of
English National Convention, Milwaukee, Wisconsin, November 2000.

“Untenured Faculty Women on Their Way Up: Promoting Transformational Leadership at Multiple
Levels.” The Way Up Conference, Tucson, AZ, October 2000.

“Today’s Dream, Tomorrow’s Reality: Preparing Preservice Teachers for the Middle School Experience.”
The National Council of Teachers of English Spring Conference, New York City, New York, March 2000.

“Negotiating the Minefields: Teaching about Issues of Intolerance and Genocide.” The National Council
of Teachers of English National Convention, Denver, Colorado, November 1999.

“Challenging the Myths of WAC and WID: From the High School to the University.” The 1999 Western
State Composition Conference, Tempe, Arizona, October 1999.

“Returning the Favor: Mentoring the Beginning Teacher.” The Arizona English Teachers’ Association
Fall Statewide Conference, Apache Junction, Arizona, October 1999.

“From the Personal to the Professional: The Influence of Teachers’ Literacy Narratives of Pedagogy”.
The National Council of Teachers Professional Development Conference: Stories in the Classroom:
Narration as Knowledge, Tucson, Arizona, May, 1999.

“Working with Text, Working with People: An Academic Reading Group in Action.” The NAU English
Department Graduate Student Symposium, Flagstaff, Arizona, April, 1999.

“Language Linking Between Public Schools and Universities: Professional Conversations Among
Preservice Teachers”. The National Council of Teachers of English Spring Conference, Cincinnati,
Ohio, March,1999.

“Professional Conversations Between Mentors and New Teachers: Mentoring Preservice Teachers
Toward "Teacher Literacy.” The Association of Teacher Educators Annual Meeting, Chicago,
Illinois, February, 1999.

“Critical Issues in Technology and English”. The National Council of Teachers of English National
Convention, Nashville, Tennessee, November 1998.

“Saints or Sinners: The role of teen-aged females in historical fiction written for adolescents.” The
Arizona English Teachers Association Statewide Conference, Flagstaff, Arizona, October 1998.

“Taking English Methods into Cyberspace: Team teaching and collaborative work via the Internet.” The
National Council of Teachers of English Spring Conference, Albuquerque, New Mexico, March, 1998.

“Learning the Ins and Outs of Serving as a Mentor Teacher.” The NCTE NAU Student Affiliate/AETA
Spring Mini-Conference, Flagstaff, Arizona, March, 1998.

“Joining the Professional Conversation: Writing for Publication.” The Arizona English Teachers
Association/Tucson Teachers Applying Whole Language Statewide Conference, Tucson,
Arizona, January, 1998.

“Reading Conferences at the 4th and 12th grade levels: Insights and Expectations.” The 24th Plains
IRA Regional Conference, Omaha, Nebraska, October, 1997.

“Female Protagonists as Role Models in Adolescent Historical Fiction.” The NCTE NAU Student
Affiliate/AETA Spring Mini-Conference, Flagstaff, Arizona, April, 1997.

“Professional Portfolios: Teachers Telling Their Stories.” The National Council of Teachers of English
National Convention, Chicago, Illinois, November, 1996.

“Reading Conferences: Literary Conversations Between Teachers and Students.” The National
Council of Teachers of English Southwest Regional, Mesa, Arizona, October, 1996.

"Adolescent and Children's Literature: A Bridge to Understanding Self and Developing Values."
National Council of Teachers of English Spring Conference, Boston, Massachusetts, March, 1996.

"Developing Literary Understanding: The Language of Reading Conferences." National Council of
Teachers of English National Convention, San Diego, California, November, 1995.

"Professional Teaching Portfolios." National Council of Teachers of English National Convention,
San Diego, California, November, 1995.

"Reading Conferences at the 4th, 7th, and 12th Grade Levels: A Shared Discourse." Iowa Reading
Association State Conference, Des Moines, Iowa, April, 1995.

“A Walk through Dachau." Mount Eldon Middle School, Flagstaff, Arizona (April 2002, 2001, 2001,
March, 1999, April, 1998, 1996), Williams High School, Williams, Arizona (April, 1996), Okoboji
Middle School and High School, Milford, Iowa, (February, 1995), Linn-Mar High School, Marion,
Iowa (February, March, 1995), Iowa Falls High School, Iowa Falls, Iowa (March, 1995).

"Catching the Current: Trends in Teaching Adolescent Literature." National Council Teachers of English
National Convention, Orlando, Florida, November, 1994.

"A Record of Where We've Been and Where We're Going: Professional Teaching Portfolios." Iowa
Council Teachers of English and Language Arts Conference, Des Moines, Iowa, October, 1994.

"Censorship in All Seasons: Using the literature of the past, the present, and the future to consider
censorship and its impact on society." National Council of Teachers of English Region V Plus
Conference, Des Moines, Iowa, May, 1994.

 

UNIVERSITY SERVICE

2002-2003
Department—Associate Chair of the English Department; Area Coordinator for English Education;
     Undergraduate Curriculum Committee
College—College Curriculum Committee
University—The University Secondary Teacher Education Committee (USTEC); University
     Curriculum Committee

2001-2002 (Sabbatical during Fall, 2001)
Department—Area Coordinator for English Education, Committee on Faculty Status
University—The University Secondary Teacher Education Committee (USTEC)

2000-2001
Department—Area Coordinator for English Education, Coordinating Council
College—Martin-Springer Institute Search Committee Member
University—The University Teacher Education Advisory Council (UTEAC)

1999-2000
Department—Area Coordinator for English Education, English Department Undergraduate Committee,
      Co-Chair of the English Education Search Committee
College--Humanities Lab Advisory Council
University—Co-Chair of the University Teacher Education Advisory Council (UTEAC)

1998-1999
Department--Area Coordinator for English Education, English Department Undergraduate Committee,
      Chair of the English Education Search Committee
College--Educational Advisory Group to the Dean, The Arts and Sciences Teacher Education Committee,
      Dean’s Focus Group Committee on Teacher Education, Humanities Lab Advisory Council
University--University Teacher Education Advisory Council (UTEAC)

1997-1998
Department--Area Coordinator for English Education English Department Undergraduate Committee,
      English Education Search Committee
College--The Arts and Sciences Teacher Education Committee
University--University Teacher Education Advisory Council (UTEAC)
Other departments—CEE/I-Step Search Committee

1996-1997
Department--English Department Coordinating Committee, the Undergraduate English Committee,
      the English Education Committee
College--The Arts and Sciences Teacher Education Committee, the Social Sciences Technology Committee
University--University Teacher Education Council (UTEC)
Other departments--History Education Search Committee

1995-1996
Department--Undergraduate English Committee, the English Education Committee
College--The Arts and Sciences Teacher Education Committee, the Social Sciences Technology Committee

 

PROFESSIONAL SERVICE

President, Arizona English Teachers’ Association, June 1, 2002-current.

Committee Member, Dissertation committee for Lisa Hirsch at NAU, Fall-2002 - current.

Committee member, Program Chair for the Arizona English Teachers’ Association Statewide
Conference, University High School, Tucson, Arizona, October, 2002.

Reviewer, By Request proposal for Full Day Kindergarten booklet for the Northwest Regional
Educational Labs (NWREL), July, 2002.

Reviewer, Book proposal for technology in the classroom for Stenhouse Publishers, March, 2002.

President-Elect, Arizona English Teachers’ Association, June 1, 2000-June 1, 2002.

Reviewer, Children’s Literature, Winter, 2002 – current.

Committee Member, Dissertation committee for Wendy Glenn at ASU, Fall, 2000-Fall, 2001.

Consultant, Flagstaff Unified School District 6-Traits Cadre Consultant, Winter, 2000-Summer, 2001.

Co-Editor, The Arizona English Bulletin, September, 2000-2001.

Committee Member, Dissertation committee for Ginny Emmons at NAU, Spring, 1999-May, 2002.

Mini-Conference Organizer, NCTE NAU Student Affiliate Spring Mini-Conference, February, 2000.

Committee member, Program Chair for the Arizona English Teachers’ Association Statewide
Conference, Fort Huachuaca, Arizona, Fall, 2000.

Committee member, Arizona State Teacher Test Validation & Bias Review Committee, 1998-current.

Committee member, Program Chair for the Arizona English Teachers’ Association Statewide
Conference, Apache Junction, Arizona, Fall, 1999.

Reviewer, Book proposal for the National Council of Teachers of English, Fall, 1999.

Committee member, Program Chair for the Arizona English Teachers Association-Arizona Writing
Project Statewide Conference, Flagstaff, Arizona, Fall, 1998.

Reviewer, Book proposal for the National Council of Teachers of English, Summer, 1998.

Column editor (News in/for the English Profession), Arizona English Bulletin, 1997-current.

Faculty advisor and founder, National Council of Teachers of English/NAU Student Affiliate,
September, 1996-current.

Board of Director, Northern Arizona Writing Project, 1996-1999.

Committee member, Publicity Chair for the National Council of Teachers of English Southwestern
Conference, Phoenix, Arizona, Fall, 1996.

Committee member, Arizona English Teachers Association Executive Board, NAU Director,
February, 1996-current .

Committee member, National Council of Teachers of English Committee on Teaching about Genocide
and Intolerance, October, 1994-1998.

Committee member, Planning Committee for the National Council of Teachers of English Region V
Plus Conference, Des Moines, Iowa, Spring, 1994.

Reviewer, Work Keys Project, ACT, Iowa City, Iowa, 1993.

 

HONOR

Moral Courage Award, Nominee, Martin-Springer Institute, May 2002.

English Department Outstanding Teacher Award, 1997.

CHOICE (Current Reviews for Academic Libraries) Outstanding Academic Title Award for
Mentoring Beginning Teacher: Guiding, reflecting, coaching.


 

Philosophy of Teaching:

Contrary to the stereotypical notion that "getting an education" is the fairly sterile effort of a student being acted upon by teachers, my philosophy of education embodies the idea that education is not simply an act of reception, it is a series of collaborations enacted by students and teachers who are additionally influenced by administrators, parents, institutional demands, government decision-making, and college teacher education programs. Consequently, as a recent teacher of secondary students and a current instructor of college level students, my philosophy must take into consideration this rich variety of influences without forgetting that my main concern is facilitating opportunities for student engagement and enrichment that will carry each of my students into new situations for which they must be able to choose the route that will best lead to success.

I believe that education is for all children; therefore, I believe that classrooms must be places where individual students are encouraged to reach their full potential. To achieve this, teachers must have and make opportunities to know the needs of each student and thus be able to provide more individualized instruction. These opportunities for discovery often lead to the kinds of authentic assessment crucial to our students' understanding that the tasks they are being asked to undertake are worthwhile and have meaning in their lives; this leads them to understand that learning has real value and will, hopefully, instill in them the desire to become lifelong learners. This approach to education typically requires a student-centered classroom where students are actively taking responsibility for many educational decisions.

I also believe that teachers must continue to be students, never losing the desire to learn. This may be facilitated through course work, but an even more important arena may be that of teacher research in the classroom. Teachers need to study their classroom practices as they impact on students as well as curriculum. It seems logical that in classrooms where teachers are constantly reassessing program goals and considerations we will have students who will learn that there is no failure in facilitating change; by understanding that education can be a continual "work in progress", students and their teachers will be reminded that high achievement comes from constantly raising individual and class goals in a manner that inspires all to higher levels of success. Like my work in education, this philosophy must remain to some degree in a state of flux. This is a positive situation, though, and one I hope will never change as I continue in my professional life.

Adolescent literature, teaching pedagogy, reading conferences in the secondary classroom, whole language, technology in the secondary English classroom

Office hours for Fall, 2002 and Spring, 2003: Tuesday and Thursday: 2:00 p.m.-3:00 p.m. and by appointment

Class Schedule:

ENG 400: METHODS OF TEACHING ENGLISH /T-TH-12:45-2:00

ENG 401: ENGLISH EDUCATION PRACTICUM: SEE ME

© 1997 Northern Arizona University Office for Teaching & Learning Effectiveness.