Knapp, Nancy

Associate Professor
Educational Psychology and Instructional Technology

Research Interests:

Reading and reading difficulties, teacher education, differentiated instruction strategies

Featured Publications:

Knapp, N. F. & Seifert, K. (in press). Practicing what we teach: researching the teaching educational of psychology. Teaching Educational Psychology, 1(1) (an on-line, peer-reviewed journal: http://www.coe.uga.edu/tep/)

Knapp. N. F. (2005). "They're not all like me!" The role of educational psychology in preparing teachers for diversity. The Clearing House, 78(5), 202-206.

Knapp, N. F. (2003). In defense of Harry Potter: An apologia. School Libraries Worldwide, 9(1), 78-93

Knapp, N. F. (2003). Educational psychology as policy science: the beginning of a conversation . . . . Canadian Journal of Educational Policy and Administration, 26 (an online, peer-reviewed journal: http://www.umanitoba.ca/publications/cjeap).

Knapp, N. F. (2002). Tom and Joshua: Perceptions, conceptions, and progress in meaning-based reading instruction. Journal of Literacy Research, 34 (1), 59-98.

Knapp, N. F. & Grattan, K. W. (2001). Learning from students about learning to read. Language and Literacy Spectrum, 11, 40-51

Knapp, N. F. (2001). Learning in the field: Impact of an early field experience on pr-eservice teachers' learning. (Technical Report) Athens: University of Georgia, Contextual Teaching and Learning Project.

Knapp, N. F. (2000). Constructivist assessment: Trying to practice what I teach in educational psychology. Action in Teacher Education, 21(4), 9-27.

Education:

Ph.D., Educational Psychology, Michigan State University, 1994

M.A., Teaching, Beloit College, 1975

B.A., English (with honors), Beloit College, 1975