GSE Distinguished Lecture

May 9, 2018

We are pleased to announce the Graduate School of Education's first Distinguished Lecture Series, "Experiencing Learning in a Berkeley Way: Creating a basis for your career."

Our inaugural lecture will be presented by UC Santa Barbara Professor Emerita Judith L. Green, who earned her PhD in 1977 at Berkeley's GSE in Language and Reading Development, exploring the relationships between teaching and learning, literacy and knowledge construction. Green established the Distinguished Lecture Series because of her desire to contribute back to Berkeley, where her deep roots in education began.

Title: Experiencing Learning in a Berkeley Way: Creating a basis for your career
Inaugural Speaker: Professor Emerita Judith L. Green
Date: Wednesday, May 9, 2018
Time: 4:00p - 5:00p; wine and cheese reception to follow
Location: Energy Biosciences Building, 2151 Berkeley Way (@ Walnut), Room 115.

More About Judith Green

Judith earned her B.A. in History with a minor in speech in 1963, during an interesting and tumultuous time at Berkeley, the center of the Free Speech Movement. She also earned her California K-12 Life Credential at Berkeley with certification as a Miller-Unruh Reading Specialist. After pursuing a specialty in Language and Linguistics at Columbia and an M.A. in Educational Psychology at Cal State Northridge, Judith returned to Berkeley and completed her PhD in 1977.

Several GSE Professors served as advisors to Judith and were instrumental in her personal and professional development: Millie Almy; Bob Ruddell; Paul Ammon; Jim Stone; Larry Lowery; and Hermine Marshall, among others.

Judith has taught for more than four decades across levels K-20 education. She is a Professor Emerita and co-director of the Center for Education Research on Literacy & Inquiry in Networking Communities (LINC) at UC Santa Barbara. Throughout her career she has remained personally connected to Berkeley’s GSE.

Currently, her research focuses on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classrooms.

As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, Judith explores questions guided by theories on the social construction of knowledge, with a goal to identify principles of practices that teachers (and others) may use to support equity of access for all students.

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