Clinical Associate Professor, Elementary and Literacy Education
Jennifer Jordan is a clinical associate professor of Elementary Education and Literacy Studies at the University of Tennessee where she serves as the Elementary Education Coordinator. She joined the faculty at the University of Tennessee, Knoxville in 2009. She supervises intern teaching, facilitates communication between the university and partnership schools, and teaches undergraduate and graduate courses.
Supporting the work of teachers has always been the underlying purpose of Jordan’s scholarly work. Whether through examining the beliefs and practices of pre-service and in-service teachers, adding to the research-base of emergent reading and writing, or examining best-practices in pedagogy, her work is focused on making relevant connections between research and instruction. While preparing teachers at the university level, her research has naturally centered on examining how teachers’ beliefs affect their practices. Research has explored the link between how in-service teachers’ beliefs affect the attainment of research-based practices, and, how these belief systems similarly affect pre-service teachers’ ability to modify their instruction. Another thread of Prof. Jordan’s research agenda centers on reading and writing methods in the early grades. This research has been disseminated at numerous local, state, regional, national and international presentations on how to successfully integrate emergent literacy practices in the K-2 classroom. A final thread of her research is centered on instructional pedagogy. A significant amount of her teaching and supervision load is related to developing pre-teachers’ pedagogical expertise. Therefore, a large portion of time has been devoted to studying some of these practices. Research has focused mainly on questioning strategies and academic language (components of the TEAM and edTPA rubrics that students are evaluated with). Jordan believes that it is critical for teachers at any point in their careers—pre-service or in-service— to continually critically reflect on their practice and continue to grow as professionals. She holds herself to that same standard and her research agenda reflects the desire to continuously improve as an educator. She plans to continue to explore the beliefs teachers hold, the literacy knowledge they have, and the pedagogy they enact to better prepare future teachers.
Doctor of Philosophy (Literacy Studies), The University of Tennessee, Knoxville
Master of Science (Elementary Teaching), The University of Tennessee, Knoxville
Bachelor of Arts (Sociology), The University of Tennessee, Knoxville
Faculty Senate Alternative (2019-present)
Elementary Education Program Coordinator (2013-Present)
Life of the Mind Discussant (2012-2018)
Member Rethinking General Education Roundtable (2016)
Internship Committee Member (2011-present)
Elementary Education Admissions Board Chair (2010-present)
Nominated ETS Standards Setting State Representative: Elementary Reading Praxis (2019)
Member of the Tennessee Department of Education Network for Education Preparation
Partnerships (NEPP) (2018)
Member of the Tennessee Department of Education Literacy Network (2018)
Educator Preparation Program (EPP) Literacy Proposal Reviewer for the Tennessee
Department of Education (2018)
American Reading Forum (ARF) Yearbook Reviewer (2017-present)
Tennessee Association of Colleges for Teacher Education (TACTE) Member (2011-
Reviewer, Literacy Research Association, Area 5; Early and Elementary Literacy
Selected Refereed Articles, Books, and Presentations
Broemmel, A., Jordan, J., & Whitsett, B. (2016). Learning to be teacher leaders: A framework for assessment, planning and instruction. New York, NY: Routledge Publishers.
Vines, N.A., Jordan, J, & Broemmel, A. (Under Review). Reclaiming spelling instruction: Developmental word study non-negotiables. The Reading Teacher.
Jordan, J., Vines, N, and Norvell, C. (2019, October). The ideal teacher: Transforming pre-service teacher identity. Poster presented at the International Literacy Association (ILA). New Orleans, LA
Jordan, J., Vines, N.A., Coleman-King, C, and Anderson, B. (2019, February). Reorienting Epistemology of Teacher Candidates: Mitigating Privilege and Understanding. Paper presented at the American Association of Colleges for Teacher Education (AACTE). Lexington, KY.
Jordan, J., Vines, N.A., and Broemmel, A. (2018, December). Equity through word study: Literacy impact on one rural community. Paper presented at the Literacy Research Association (LRA), Indian River, CA.
Rigell, A., Vines, N.A., Broemmel, A., and Jordan, J. (2018, December). Teacher identity re-imagined: Disrupting assumptions and deficit thinking. Panel session presented at the American Reading Forum (ARF). Sanibel, FL.
Jordan, J. & Vines, N.A., Sharp, V, & Brock, D. (2017, December). (Re)designing word study with rural second grade teachers. Advancing literacy session presented at the American Reading Forum (ARF). Sanibel, FL.
Vines, N.A., Broemmel, A., Hundley, M., Jordan, J., and Pendergrass, E. (2017, December). Designing Teacher Preparation: Lessons learned in the era of edTPA. Panel session presented at the American Reading Forum (ARF). Sanibel, FL.
Jordan, J., Broemmel, A., Vines, N.A., Pendergrass, E., & Hundley, M. (2017). Just good teaching: Academic language as a strategic planning tool. Panel presented at the edTPA National Implementation Conference, San Jose, CA
Jordan, J. & Broemmel, A. (2016, November). Teacher empowerment: The juncture of thinking and action. Panel presented at the National Council of Teachers of English (NCTE), Atlanta, GA.
Broemmel, A. & Jordan, J. (2016, April). Responsive teaching: The recursive feedback loop. Paper presented at the National edTPA Implementation Conference, Savannah, GA.
Jordan, J. & Broemmel, A. (2016, July). Academic language and vocabulary acquisition: Equity and access for all students. Workshop presented at the International Literacy Association (ILA), Boston, MA.
Jordan, J. (2016, July). Utilizing wordless picture books to teach the Next Generation science standards. Poster presented at the International Literacy Association (ILA), Boston, MA.
Jordan, J. (2016, July). Polaroid reboot: iPhoto’s impact on writing engagement. Session presented at the International Literacy Association (ILA), Boston, MA.
Broemmel, A., Jordan, J., Bouknight, J., & Whitsett, B. (2015, July). Non-fiction texts and questioning in the era of common core state standards. Workshop presented at the International Literacy Association (ILA), St. Louis, MO.
Jordan, J. (2015, July) A photo is worth a thousand words: Motivating struggling writers. Symposium presented at the International Literacy Association (ILA), St. Louis, MO.