Dr. Place's academic interests are in the areas of early childhood literacy development, classroom-based assessment and teacher development. Her current research focuses on pre-service teacher education programs and what teachers learn about literacy instruction when they participate in the National Board for Professional Teaching Standards certification process.
B EDUC 409 - Knowing, Teaching, and Assessing in: Reading, Writing and Communicating
B EDUC 410 - Knowing, Teaching, and Assessig in: Reading, Writing and Communicating
B EDUC 508 - Early Literacy Development and Instruction
B EDUC 517 - Working with Struggling Readers Grades 3-8
B EDUC 518 - Observing and Describing Children and Their Work
B EDUC 527 - Assessment
B EDUC 595 - Professional Portfolio: National Board for Professional Teaching Standards
International Reading Association
National Reading Conference
National Council of Teachers of English
American Educational Research Association
Honors and Awards
2006-2008 Faculty Fellow, Initiative for Community-Based Learning and Scholarship, an initiative supported by a Worthington Grant, University of Washington, Bothell.
2006 Worthington Technology Grant, University of Washington, Bothell (with Cherry Banks and Venta Silins).
2004 Rose Endowment Award, University of Washington, Bothell (with Elizabeth Thomas and Cinnamon Hillyard).
2001 Student Research Award for the outstanding student research paper presented at the National Reading Conference, San Antonio, TX.
2001 Gordon C. Lee Dissertation Award for the outstanding College of Education dissertation for the 2000-2001 academic year, University of Washington, Seattle.
1996-1999 Pre-Doctoral Trainee, U.S. Department of Education Transdisciplinary Leadership Grant, College of Education and Department of Rehabilitative Medicine.
1992 Celebrate Literacy Award, Washington Organization of Reading Development and the Northwest Reading Council for exemplary work in the field of literacy.
1984 Outstanding Faculty Award, Pacific Oaks College, Pasadena, CA.
Ph.D., Curriculum and Instruction (Literacy, Assessment, Teacher Education).
University of Washington, Seattle
Reading Recovery Teacher Certification. Seattle Pacific University, Seattle, WA
M.A., Human Development. Pacific Oaks College, Pasadena, CA.
Early Childhood and Elementary Teaching Credentials. Pacific Oaks College, Pasadena, CA
B.A., Government. Pomona College, Claremont, CA.
- Professional Development /Curriculum Specialist, Bellevue School District, Bellevue, WA.
- Reading Recovery Teacher, Phantom Lake Elementary, Bellevue, WA
- Classroom teacher, Skyline Elementary School, Solana Beach, CA
- College Faculty/Head Teacher, Pacific Oaks College and Children's School, Pasadena, CA
- Classroom teacher, Center for Early Education, Los Angeles, CA
- Home teacher, deaf-blind infants, Charles Drew Postgraduate Medical School and Martin Luther King Hospital, Los Angeles, CA
- Head Teacher, Cortez Head Start, Cortez, CO
- Classroom Teacher, Rough Rock Demonstration School, Chinle, AZ
- Language Training Staff, Japan Overseas Cooperation Volunteers (JOCV), Tokyo, Japan
Coskie, T. & Place, N. (2008). The National Board Certification Process as Professional Development: The Potential for Changed Literacy Practice. Teaching and Teacher Education, 24, 1893-1906.
Place, N., Hillyard, C., & Thomas, E. (2008). Students and teachers learning to see: Using visual images in the college classroom to enhance the social context for learning. College Teaching, 56, 74-77.
Thomas, E., Place, N., & Hillyard, C. (2008). Students and teachers learning to see: Using visual images in the college classroom to promote student capacities and skills. College Teaching, 56, 23-27.
Place, N. & Coskie, T. (2006). Learning from the National Board portfolio process: What teachers discovered about literacy teaching and learning. The New Educator, 2, 1-20.
Valencia, S., Place, N., Martin, S., & Grossman, P. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers. Elementary School Journal 107, 93-120.
Place, N.A. (2002) Policy in action: The influence of mandated reading assessment on teachers' thinking and practice. In Schallaet, D., Fairbanks, C., Worthy J., Malock B., & Hoffman J. (Eds.), 51st Yearbook of the National Reading Conference (pp. 45-58). Oak Creek, WI: National Reading Conference.
Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32, 631-662.