Laurie Katz, Ed.D.

Associate Professor

Contact Info:

• E-mail: katz.124@osu.edu
• Office: 202A Arps
• Phone: (614) 292-2111
• Fax: (614) 292-7695

Mailing Address:

• 1945 N. High St.
• Columbus, OH 43210-1172

Biographical Information:

Laurie Katz is an Associate Professor in Early Childhood Education in the School of Teaching & Learning. She received her doctorate from University of Massachusetts-Amherst in 1992 with a specialization in Early Childhood Education/ Early Childhood Special Education and a Masters in Social Work from the University of Wisconsin-Madison.

Her research, teaching and service have focused on teacher preparation of early childhood educators, inclusion issues, relationships between families, communities and schools, and narrative styles and structures of young children. One of the key issues that she has been addressing in teacher education programs is how early childhood curriculum and instruction can be conceptualized to incorporate the broad diversity of children (bith-8 years of age) including children from linguistic minority communities and children with disabilities. She is currently the faculty lead and advisor for the M.Ed. Early Childhood Education Program.

Laurie Katz is one of the co-editors of Language Arts that publishes original contributions on all facets of language arts learning and teaching focusing primarily on issues concerning children from preschool-middle school years. Previously, she co-edited Tennessee's Children, a journal of the Tennessee Association for the Education of Young Children. She has been the National Council of Teachers of English (NCTE) Director of the Commission of Language from 2004-2007. She is co-editing Affirming Students' Right to their Own Language: Bridging Educational Policies to Language/Language Arts Teaching Practices to be published by Lawrence Erlbaum Associates (Taylor and Francis) and NCTE.

Selected Publications

• Katz, L., & Inan, H. Z. (in press).   Classroom environments. In R. New & M. Cochran (Eds.), Early childhood education encyclopedia. Westport, CT: Greenwood Publishing Group.
• Katz, L., & Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21(1) 5-21.
• Katz, L., & Schery, T. (2006). Including children with hearing loss in early childhood programs. Young Children 61 (1), 86-95.
• Katz, L., Sadler, K., & Craig, D. V. (2005). Science professors serve as mentors for early childhood preservice teachers in the design and implementation of standards-based science units. Journal of Elementary Science Education 17 (2), 43-56.
• Bloome, D., & Katz, L. (2003). Methodologies in research on young children and literacy. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of research in early childhood literacy (pp. 381-399). Mahwah, NJ: Lawrence Erlbaum.
• Bloome, D., Champion, T., Katz, L., Morton, M. B., & Muldrow, R. (2001). Spoken and written narrative development: African American preschoolers as storytellers and storymakers.  In L. Harris, G. Kamhi, & K. Pollock(Eds.), Literacy in African American communities (pp.45-76).  Mahwah, NJ: Lawrence Erlbaum.
  
• Bloome, D., Katz, L., Solsken, J., Willett, J., & Wilson-Keenan, J.  (2000).
  
• Interpellations of family/community and school literacy practices.  Journal of Educational Research 93 (3), 155-163.
  
• Katz, L., & Bauch, J. (1999). The Peabody family involvement initiative. The School Community Journal, 9 (1), 49-69. Reprinted (2001) in S. Redding & L. G. Thomas(Eds.), The community of the school (pp. 185-204). Lincoln, IL: Academic Development Institute. (ERIC Document Reproduction Service No. EJ 589 414).

Selected Courses Taught

• Teaching & Learning of Social Studies in Pre-K-Grade3
• Inclusion: Teaching Children with Physical and Sensory Difficulties (prek-3rd grade)
• Understanding Preschool Play
• Children's Social Development, Social Aspects of Teaching and Learning and the Social World of the Classroom