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Karen Marie Gregory

Karen Gregory headshot

Karen Gregory

Assistant Professor / Co-Director of the Master of Arts in Teaching English as a Second Language Program
Education Program - CRC

Email: kgregory@clarkson.edu
Phone: 518/631-9869
Office: Capital Region Campus
Mailbox: Capital Region Campus

Department(s): Department of Education
School(s): Institute for STEM Education
  • Biography
Education
Curriculum and Instruction Ph.D. - 2014
State University of New York at Albany
Secondary English & Spanish MAT - 2000
Union Graduate College
English B.A. - 1996
Union College
Courses Taught
TE 501 TESOL Practicum
ED 513 Curriculum and Methods of Foreign Language Teaching
TE 540 Foundations of TESOL
TE 517 TESOL Methods and Assessment
TE 542 TESOL Literacy
TE 551 TESOL Residency (Fall)
TE 552 TESOL Residency (Spring)
TE 580 Action Research in TESOL
SPN 988 Advanced Spanish Grammar
CHN 515 Teaching Chinese in American Schools
Biography

Karen Gregory is the Director of TESOL programs and Assistant Professor in the Education Department at Clarkson University, Capital Region Campus. Dr. Gregory has prior experience as an ELL Specialist in the Albany City School District, where she taught English as a New Language to newcomer refugee and immigrant high school students, and co-taught science and social studies. She also worked for many years as a high school Spanish teacher, and was a lead researcher in the Just for the Kids~NYKids research group in the School of Education at the University at Albany, SUNY.

Dr. Gregory’s research is focused on content-based/ integrated instruction for English learners, models of professional development, and whole school improvement. Dr. Gregory contributed to the TESOL Encyclopedia of English Language Learning, and has published in several journals, including NYS TESOL Journal, The Journal of School Leadership, and the Journal for Leadership and Instruction, as well as several book chapters on TESOL pedagogy and school improvement.

Certifications

NYS Professional Certifications:  ESOL pK- 12, Spanish K- 12, English 7- 12

Publications

Oliver, G. P. & Gregory, K. M. (2020). Engaging ELLs in Mathematics Learning Through Meaning Making Activities. In L.C. de Oliveira & M. Civil (Eds),Teaching mathematics to English language learners: Preparing pre-service and in-service teachers. (pp. TBD) London: Palgrave Macmillan. 

Oliviera, A.,  Meskill, C.,  Gregory, K.,  Rogers, P., Casler-Failing, S. (2019).  The  dynamic integration of content and language during bilingual discussion of mathematics word problems. Revista Multidisciplinar 1 (1) 33-48.
 
Gregory, K. (2018). Describing food chains: Using active and passive voice. In Rylance, C. and Kevech, A. (Eds) New Ways in Teaching Grammar, 2nd Edition. Alexandria, VA: TESOL Press
 
Wilcox, K.C., Oliver, G., Gregory, K. & Yu, F. ( 2018). Disciplinary and Interdisciplinary Practices for K-12 ESOL Learners. In de Oliviera, L. (Ed) Handbook of TESOL in K-12. Alexandria, VA: TESOL Press.
 
Wilcox, K.C. & Gregory, K. (2017). Connecting the dots for English language learners: How odds-beating elementary school educators monitor and use student  performance data. Journal for Leadership and Instruction, 16 (2) 37-43.
 
Wilcox, K. C., Gregory, K., Yu, F., & Leo, A. (July, 2017). Culturally and linguistically adapted school systems: Promising practices from odds-beating elementary schools. NYS TESOL Journal 4(2).
 
Gregory, K., & Oliver, G. (2017). Alternative Approaches to Professional Development. In The TESOL Encyclopedia of English Language Teaching. Chichester, UK: Wiley-Blackwell.

Lawson, H., Durand, F., Wilcox, K. C., Gregory, K. M., Schiller, K. S., & Zuckerman, S. J. (2017). The role of district and school leaders’ trust and communications in the  simultaneous implementation of innovative policies. Journal of School Leadership, 27 (31).

Gregory, K. & Wilcox, K.C. , Lawson, H.A. (2016). Whole Child Wellness and Positive Youth Development.In K.C. Wilcox, H. A. Lawson, & J. I. Angelis, Innovation in Odds-beating schools:  Exemplars of getting better at getting better (pp. 115-136). Lanham, MD: Rowman & Littlefield.

Wilcox, K.C., Lawson, H.A, &. Angelis, J.I.  with Durand, F., Schiller, K, Gregory, K., & Zuckerman, S. (2016).  Innovation in odds-beating schools: Exemplars of getting better at getting better. Lanham, MD: Rowman & Littlefield.

Gregory, K., & Reichen, B. (2015, February). E-Readers in the ESL classroom.  Adolescent Literacy In Perspective,
http://www.ohiorc.org/adlit/InPerspective/Issue/2015-02/Article/feature2.aspx.

Gregory, K. M. (2014). When Every Teacher is a Language Teacher: A Case Study of High School Math and Science Instructors' Use of Multimodal Accommodations with ELs. State University of New York at Albany.

Oliveira, A.W., Meskill, C., Judson, D., Gregory, K., Rogers, P., Imperial, C.J., & Casler-Failing, S. (2014). Language Repair Strategies in Bilingual Tutoring of  Mathematics Word Problems. Canadian Journal of Science, Mathematics and Technology Education.

Meskill, C., Oliveira, A., Gregory, K., Oliver, G., Reichen, B., Witmer, P. (2014). Professional development in support of English learner achievement: Science and  ESOL educator collaborations, a chapter in A Handbook to Implement Educational Programs, Practices, and Policies for English Language Learners, Information Age Press.

Oliveira, A.W., Meskill, C., Judson, D., Gregory, K., Rogers, P., Imperial, C.J., & Casler-Failing, S. (2014). Linguistic and Epistemic Strategies in Bilingual Discussion of Mathematics Word Problems. Educational Studies in Mathematics.

Gregory, P., Gregory, K., & Eddy, E. (2014). The instructional network:  Using Facebook to enhance undergraduate mathematics instruction. Journal of Computers in Mathematics and Science Teaching. 33(1), 5-26.

Gregory, K. (2011). How undergraduates perceive their professors: A corpus analysis of Rate My Professor. Journal of Educational Technology Systems, 40(2), 169- 193.

 

Schools at Clarkson

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  • Wallace H. Coulter School of Engineering
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  • Beacon Institute for Rivers and Estuaries

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