Professor Fleming joined the faculty in 2008. She comes to Erikson from the University of Illinois at Chicago, where her research focused on solving practical problems in urban teacher preparation, with the goal of improving educational outcomes for children in urban public schools.

Dr. Fleming’s studies of the readiness and needs of new teachers working in urban public schools have found that few teachers feel well-prepared for diverse and complex classrooms. Consequently, she has worked to “urbanize” traditional teacher education courses to help new teachers develop deeper understandings of the role of language, culture, and community in teaching and to address the academic and social development of a wide range of learners.

She also conducts research on the impact of culturally relevant children’s literature on reading development. She has recently completed a review of high-quality picture books with city settings and positive images of urban culture that may be especially useful for fostering the early reading skills of children in urban public school classrooms.

Dr. Fleming has taught at the University of Missouri-St. Louis, Northwestern University, and DePaul University as well as at UIC; she is also a former middle school teacher and elementary reading specialist.

Areas of Expertise

Urban teacher preparation; reading instruction and assessment; urban children’s literature; trends in reading instruction; reading disability.

Honors

  • Outstanding Faculty Award 2003-2004, University of Missouri-St. Louis College of Education
  • AMOCO Silver Circle Award for Excellence in Teaching, University of Illinois at Chicago, 2002
  • CEC 2000 Dissertation Award, The Division for Learning Disabilities of the Council for Exceptional Children, 2000
  • NIMH Prevention Research Postdoctoral Fellowship, National Institute of Mental Health, 1999
  • Alumnae Dissertation Fellowship, The Alumnae of Northwestern University, 1998
  • H.R. Myklebust Award for Scholarship and Clinical Excellence, School of Speech at Northwestern University, 1995
  • University Fellowship, The Graduate School at Northwestern University, 1993

Education

B.A. in psychology, University of Pennsylvania;
M.A., communications science and disorders, Northwestern University;
Ph.D., reading development and reading disabilities, Northwestern University;
Postdoctoral studies, National Institute of Mental Health (NIMH) Prevention Research Training Program in Urban Children’s Mental Health, University of Illinois at Chicago

Related Experience

  • Visiting Assistant Professor in Education, University of Illinois at Chicago, July 2005-July 2008
  • Assistant Professor in Education, University of Missouri – St. Louis, August 2002-July 2005
  • Research Associate, UIC Big City Teacher Preparation Initiative, August 2001-July 2002
  • Educational Consultant, Rush Neurobehavioral Center School Partnership Program, April 2000-June 2000
  • Director of Educator Preparation and Practice, The Collaborative to Advance Academic, Social, and Emotional Learning, January 2000-June 2000
  • PLuS Program Clinician, DePaul University Productive Learning Strategies Program, September 1997-June 1998
  • Learning Disabilities Clinic Supervisor, Northwestern University Learning Disabilities Clinic, June 1995-June 1997
  • Assistant Coordinator Language and Cognition Program, Northwestern University, September 1994-June 1995
  • Remedial Reading Consultant, St. Joseph School, Chicago, IL, September 1995-May 1997
  • Learning Disabilities Teacher, Haven Middle School, Evanston, IL, September-December 1995
  • Diagnostic Clinician, Northwestern University Learning Disabilities Clinic, September 1993-December 1994

Service

  • Kids Like Us, Chicago, Board of Directors, 2008-present
  • Open Books Chicago, Advisory Board Member, 2008-present
  • Chicago Cares Discovery Program, Educational Consultant, 2007-09
  • Kohl/McCormick StoryBus, Annual Fairy Tale Festival Organizer, November 2006-2007
  • Reviewer: Urban Education; American Educational Research Journal, Section on Social and Institutional Analysis; Learning Disabilities Research & Practice
  • Memberships: American Educational Research Association (AERA); International Reading Association (IRA); National Association for the Education of Young Children (NAEYC)

Research

Maxwell, C., Fleming, J., & McNamee, G. Linking Preservice and Inservice Teachers in Communities of Practice Around High-Quality PreK-3rd Grade Instruction. 2012-15. The Crown Family Foundation, $150,000.

Maxwell, C., Fleming, J., & McNamee, G. Establishing High-Quality PreK-3rd Grade Communities of Practice in Chicago Public Schools. 2012-13. The Stranahan Foundation, $150,000.

Fleming, J., Hoagland, C., Hoewisch, A., Catapano, S., Song, K. & Granger, C. Taking Communities of Practice to Scale in Urban Schools. 2004-2007. U.S. Department of Education, $3,177,000.

Chou, V., Fleming, J., & Burke, K. M. The Best Teachers for Chicago’s Neighborhood Schools: Learning from Staying. 2003-2004. The Chicago Community Trust, $1,220,000.

Hoagland, C., Fleming, J., & Scordias, M. Mapping Urban Community Resources. 2003-2004. Great Cities’ Universities Urban Educator Corps, $19,982.

Sherman, H., Hoagland, C., Malcolm, D., Fleming, J., Hoewisch, A., & Austin, Y. Enhancing Teaching, Learning and Literacy in Urban Education. 2003. Great Cities’ Universities, Urban Educator Corps, $17,500.

Chou, V., Burke, K.M., & Fleming, J. A Neighborhood Commitment: Closing the Gap Between the University and our Community Schools. 2002-2003. The Chicago Community Trust, $250,000.

Chou, V., Fleming, J., Burke, K.M., Nishimura, M., & Wink, D. A Model for Urban Education in Teacher Preparation. 2002. Great Cities’ Universities, Urban Educator Corps, $22,000.

Chou, V., Burke, K.M., & Fleming, J. Someone You Should Meet: New Alliances in Preparing Good Urban Teachers. 2002. The Chicago Community Trust, $20,000.

Recent Publications

Fleming, J., Catapano, S., Thompson, C., Carrillo, S. (2013). More Mirrors in the Classroom: Using Urban Children’s Literature to Increase Literacy. Lanham, MD: Rowman & Littlefield Education.

Fleming, J. (2013). Engaging beginning teachers as experts in professional development. The New Educator. Manuscript accepted for publication.

Talbott, E., Fleming, J., Karabatsos, G., & Dobria, L. (2011). Making sense of classification of students of color into special education: School context matters. International Journal of Special Education.

Catapano, S., Fleming, J., & Elias, M. (2009). Building an effective classroom library. Journal of Language and Literacy Education, 5(1), 59-73.

Fleming, J., Greenlee, A., Gutstein, E., Lipman, P, & Smith, J. (2009, February). Examining CPS’ plan to close, phase out, consolidate, turn-around 22 schools. Data and Democracy Project: Investing In Neighborhoods Research Paper Series. Chicago: Collaborative for Equity and Justice in Education, University of Illinois at Chicago.

Fleming, J., Chou, V., Roarty, D. (2007). Developing field experience relationships in historically neglected school communities. Ed: data briefings on teacher preparation in Chicago area schools. Chicago: University of Illinois at Chicago.

Fleming, J., Chou, V., Ransom, S., Nishimura, M. & Burke, K. (2004). Putting literacy learning in context: What practicing teachers say about the realities of teaching in urban schools. In D. Lapp (Ed.), Teaching all the children. New York: Guilford Publications, Inc.

Fleming, J., & Bay, M. (2004). Social and emotional learning in teacher preparation standards: Implications for teacher educators. In Zins, J.E., Weissberg, R.P., Wang, M.C. & Walberg, H.J. (Eds.), Building school success through social and emotional learning: Implications for practice and research. New York: Teachers College Press.

Presentations

Fleming, J., Thompson, C., Carrillo, S., & Catapano, S. (2012, April). Putting the common core in context: Intentional uses of culturally relevant children’s literature in standards-based instruction. International Reading Association Annual Convention, Chicago, IL.

Fleming, J., Carrillo, S., Catapano, S., & Thompson, C. (2012, February). Imagining themselves as readers and writers: Using urban children’s literature to improve literacy learning outcomes for children in city schools. American Association of Colleges for Teacher Education (AACTE) Annual Meeting, Chicago, IL.

Fleming, J. & Carrillo, S. (accepted 2011, November). A missing link in closing reading achievement gaps: Transitional chapter book series with primary characters of color. National Association for the Education of Young Children (NAEYC) Annual Conference & Expo, Orlando, FL.

Fleming, J. & Carrillo, S. (accepted 2011, October). No “mirrors” in my teacher’s classroom: Restrictions in access to culturally relevant literature for children in city schools. National Black Child Development Institute, Nashville, TN.

Fleming, J. & Catapano, S. (2011, June). “Because he looks like me!” Making culturally relevant classroom libraries a core component of literacy programs in urban schools. Presentation at the National Association for the Education of Young Children (NAEYC) National Institute for Early Childhood Professional Development, Providence, RI.

Fleming, J. & Catapano, S. (2011, May). Using high quality urban children’s literature to support beginning readers. Presentation at the International Reading Association (IRA) Annual Convention, Orlando, FL.

Fleming, J. (2011, April). Community-based early field experiences as a catalyst for preservice teacher development (Chair). Symposium at the American Educational Research Association (AERA) Annual Convention, New Orleans, LA.

Fleming, J. & Catapano, S. (2010, November). Engaging young children in urban schools with literature that reflects their lives. Presentation at the National Black Child Development Institute (NBCDI) Annual Conference, Anaheim, CA.

Catapano, S. & Fleming, J. (2010, November). Pre-service teachers’ field experiences in urban early childhood settings: Examining the best preparation, practices and programs that we can offer. National Association of Early Childhood Teacher Educators (NAECTE) Researchnet Group. National Association for the Education of Young Children (NAEYC) Annual Conference & Expo, Anaheim, CA.

Catapano, S. & Fleming, J. (2010, October). Evaluating teacher development in literacy instruction through an online PLC on classroom libraries. Consortium on Research on Educational Accountability and Teacher Evaluation (CREATE) National Evaluation Institute, Williamsburg, VA.

Fleming, J. & Catapano, S. (2009, November). Building the culturally and academically relevant classroom library: How to organize, what to select, where to look. Paper presented at the Annual Conference of the National Association for the Education of Young Children (NAEYC), Washington, DC.

Fleming, J., Catapano, S., Slapac, A., & Huisman, S. (2009, April). Innovative strategies for supporting and retaining new teachers in hard-to-staff schools (Chair). Symposium at the American Educational Research Association (AERA) Annual Convention, San Diego, CA.

Fleming, J. (2009, April). Engaging beginning teachers as experts in professional development. Paper presented at the American Educational Research Association (AERA) Annual Convention, San Diego, CA.

Fleming, J., McKay, C., Humphries, M., & Katsarou, E. (2009, April). ‘Urbanizing’ teacher education curricula to prepare community-focused teachers for city schools (Chair). Symposium at the American Educational Research Association (AERA) Annual Convention, San Diego, CA.

Fleming, J. (2009, April). Familiarizing teachers with high-quality urban children’s literature. Paper presented at the American Educational Research Association (AERA) Annual Convention, San Diego, CA.

Fleming, J. (2008, April). Engaging beginning teachers as experts in professional development. Paper presented at the Annual Conference of the American Education Research Association (AERA), San Diego, CA.

Fleming, J., Jordan, L., Reynolds, T., & Smith, A. (2007, April). Selecting high-quality, urban-themed literature to engage beginning readers. Paper presented at the Annual Conference of the American Education Research Association (AERA), Chicago, IL.

Fleming, J., Hanks, A., Catapano, S., & Song, K., (2007, April). Steeped in reality: A community-based model of urban teacher preparation. Symposium at the Annual Conference of the American Education Research Association (AERA), Chicago, IL.

Fleming, J. (2007, March). Seeing double: Paired observations to improve mentoring of novice teachers in highneed urban schools. Presentation at the Annual Conference of the Beginning Teacher Center (BTC), Boston, MA.

Chou, V., Fleming, J. & Radinsky, J. (2006, April). Going where the greatest needs are: Gauging progress in urban teacher education by our impact on the hardest-to-staff schools. Paper presented at the Annual Conference of the American Education Research Association (AERA), San Francisco, CA.

Fleming, J. Catapano, S., Reynolds, T. (2005, November). Building communities of practice for urban teacher preparation. Paper presented at the Annual Meeting of the U.S. Department of Education, Teacher Quality Enhancement Grants Program, November 2004, Phoenix, AZ.

Fleming, J. (2004, April). Taking communities of practice to scale in urban teacher preparation. Paper presented at the Annual Conference of the American Educational Research Association (AERA), San Diego, CA.<

Fleming, J., Chou, V., Radinsky, J., Ryan, A.M., & Nishimura, M. (2004, April). Roadblocks and resolutions in working to provide the best teachers to the hardest to staff Chicago schools. Symposium at the Annual Conference of the American Educational Research Association (AERA), San Diego, CA.

Radinsky, J., Fleming, J., Miltner, D. & Chou, V. (2004, February). Urban teacher education: Innovative approaches to meeting the needs of urban schools and communities. Symposium at the Annual Conference of the American Association of College Teacher Educators (AACTE), Chicago, IL.

Chou, V., Fleming, J., & Ransom, S. (2003, May). Putting literacy learning in context: What practicing teachers say about the realities of working with children in urban schools. Paper presented at the Pre-conference Institute, Teaching all of the children in your classroom: Strategies for developing the literacy of every child in an urban setting. Annual Conference of the International Reading Association (IRA), Orlando, FL.

Fleming, J., Burke, K.M., Ransom, S., & Nishimura, M. (2003, April). Defining “urban:” What practicing teachers say about the realities of urban classrooms and their advice for preparing beginning teachers for success in city schools. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Chicago, IL.

Radinsky, J., Fleming, J., Miltner, D., & Bridge, C. (2003, April). Examining relationships between teacher education and urban schools: Data as a tool for reflection. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Chicago, IL.

Fleming, J. (2003, February). The academic job search: Advice from newly hired assistant professors. Presentation at the University of Missouri Teaching Renewal Conference, Columbia, MO.

Fleming, J.E. (2002, November). Among friends: Building classroom communities and promoting social development in the early grades. Presentation at the 34th Annual Crucial Early Years Conference, St. Louis, MO.

Fleming, J., Ryan, A.M., Radinsky, J., & Chou, V. (2002, April). Assessing teacher education programs’ effectiveness in preparing teacher candidates for work in culturally diverse urban schools. Paper presented at the Annual Conference of the American Educational Research Association (AERA), New Orleans, LA.

Fleming, J., Ryan, A.M., Olmedo, I. & Ransom, S. (2002, April). Beyond diversity 101: Developing cultural competence at multiple levels of teacher education. Presentation at the Annual Conference of the American Educational Research Association (AERA), New Orleans, LA.

Fleming, J., Ransom, S., & Radinsky, J. (2001, March). Research to inform practice in preparing teachers to teach in a diverse society: Teaching everybody’s children (Chair). Symposium at the Annual Conference of the Association for Supervision and Curriculum Development (ASCD), Boston, MA.

Ransom, S., Ryan, A. M., Radinsky, J., and Fleming, J. (2001, March). Helping students develop deeper understandings of diversity through critical moments in history: Strategies for using multiple texts and computer-based data. Presentation at the annual meeting of the Association for Supervision and Curriculum Development (ASCD), Boston MA.

Fleming, J. & Talbott, E. (2001, February). The relation of social contexts to the externalizing and internalizing problems of urban adolescents. Poster presentation at the Pacific Coast Research Conference, La Jolla, CA.

Carlisle, J.F. & Fleming, J. (2000, December). The emergence of morphological awareness in the elementary years. Paper presented at the National Reading Conference, Scottsdale, AZ.

Fleming, J. (2000, April). Not simply academic: A comparison of the social contexts of the lives of the lives of urban adolescents with and without learning disabilities. Paper presented at the Annual Conference of the Council for Exceptional Children (CEC), Vancouver, B.C.

Talbott, E. & Fleming, J. (2000, February). To build a model: Linking academic interventions and social outcomes for urban youth. Poster presentation at the Pacific Coast Research Conference, La Jolla, CA.

Carlisle, J.F., Fleming, J. & Gudbrandsen, B. (1997, December). Depth of understanding of words in a science unit. Paper presented at the National Reading Conference, Scottsdale, AZ.

Carlisle, J.F., Fleming, J. & Gudbrandsen, B. (1996, January). Learning words through oral and experiential contexts. Paper presented at the Pacific Coast Research Conference, LaJolla, CA.