NANCY PINE
Phone: 213-477-2613
info@nancypine.com
EDUCATION
Ph.D., Education Claremont Graduate University, 1993, Claremont, California
Dissertation: A Comparison of Two Cultures’ Complex Graphical Knowledge Prerequisite to Literacy
M.A., Education Stanford University, Stanford, California
B.A., English Earlham College, Richmond, Indiana
CALIFORNIA CREDENTIALS AND CERTIFICATES
Multiple Subject Teaching Credential (Life), California State University, Los Angeles, CA
Secondary Teaching Credential (Life); Major: English, Minor: History; Stanford University, Stanford, CA
Certificate for Cross-Cultural, Language, and Academic Development (CLAD)
TEACHING AND RESEARCH EXPERIENCE
Director, Bridging Cultures: U.S./China Program Web Site 2000 - present
Mount St. Mary’s College, Los Angeles, CA
Responsible for building links between the college community and China, arranging for young Chinese women faculty to visit the college, and increasing related college resources
Researcher 1989 - present
In schools and communities of the People's Republic of China and the United States, conduct research in the semiotic development of young children and its implications for curriculum, including literacy development. Developing cross-cultural communication models with Chinese colleagues.
Writer 2003 – present
In addition to academic writing, I write essays and narrative non-fiction about my on-going experiences in China that began in 1989 with my dissertation research.
Consultant 1989 - present
In China, lecturing about and modeling interactive teaching at universities; lecturer to graduate students and faculty on broad range of academic topics; consultation on research methodology and doctoral programs; consultant for teaching/learning techniques, consultant for elementary school English language textbooks. Hebei Mechanico-Electrico Engineering College, Jiatong Xi'an University, Mingshu Lu Demonstration Elementary School, Nanjing Normal University, Nanjing Experimental Kindergarten, Nanjing University, Qufu Teachers' University, Shandong Teachers' University, Wei'nan Teachers' College, Xi’an Translators College, Northwest Normal University, preschools in Beijing and Nanjing, schools in Anhui Province, Yan'an University, China Women’s University, and Fushun Teachers' College. Long-term collaboration with School of Foreign Studies, Nanjing University.
Claremont Graduate University, School of Educational Studies, Pettus Archival Project concerning the College of Chinese Studies (Beijing, early 20th century) and Sino-Judaic links, especailly regarding the World War II Shanghai Jewish refugees.
Visiting Scholar 2003 - 2004
School of Educational Studies, Claremont Graduate University, Claremont, CA
Director, Elementary Education and Associate Professor with tenure 1995 - 2003
Mount St. Mary's College, Los Angeles, CA
Responsible for undergraduate and graduate professional preparation program; taught theory and practice in elementary education, literacy development, teacher research; supervised credential candidates’ fieldwork; advised all students in the program; supervised masters theses; wrote state credential program documents including the following:
2002. Multiple Subject Teacher Preparation Program Document (SB2042) for California Commission on Teacher Credentialing. Sole author; first in state to be approved
1998. Standard for the Preparation of Multiple Subject Teaching Credential Candidates for Reading, Writing and Related Language Instruction in English for California Commission on Teacher Credentialing. Sole author.
1996. Multiple and Single Subject Crosscultural, Language and Academic Development Emphasis Credential and Certificate and Bilingual Crosscultural, Language and Academic Development Emphasis Credential. Member of preparation team.
Teacher Research Series Editor 1990 - 1997
Produced five publications in a monograph series.
Coordinator 1992 - 1994
Voices from the Inside, project of the Institute for Education in Transformation at Claremont
Graduate University, Claremont, CA. Coordinated participatory research and solution-seeking in four
public schools; developed transformative school programs; consulted with interested parties nationwide.
Adjunct Faculty and Faculty Associate, Teacher Education 1989 - 1994
Teacher Education Program, Claremont Graduate University, Claremont, CA
Visiting Fellow 1987 - 1988
Early Childhood Center and Graduate Education Program
Froebel Institute College, London, England
Teacher
• Primary grades, bilingual (Spanish) classrooms 1979 - 1989
Pasadena Unified School District, Pasadena, CA
OTHER PROFESSIONAL EXPERIENCE
Writing Residency
Vermont Studio Center May 2008
Board Member
• Center for Cultural Fluency Advisory Board, Mount St. Mary’s College 2004 - present
• Pettus Archives Advisory Board, Claremont Graduate University 2003 - 2009
• Global Village Research Network--Pacific Rim, Advisory Board 1997 - 2002
• Journal of Literacy Research, Editorial Board 1995 - 1999
Evaluator
• Center for Cultural Fluency Grant, Mount St. Mary’s College, Los Angeles, CA
• Education Department, Whittier College, Whittier, CA
• Developed means to evaluate restructured schools, using internal evaluation including teacher research and participation of students. Three pilot internal evaluations for Voices from the Inside schools and one grant proposal written.
Language Study
Spanish: Poly-Languages Institute, Pasadena, CA and Instituto de Estudios de América Latina,
Cuernavaca, Morales, México
Chinese: Nanjing Foreign Languages Institute, Nanjing University, Nanjing, China
Previous Work Experiences
• Director, High School Program, Middle Atlantic States, American Friends Service Committee
• Leader, Traveling seminars for high school students in Eastern Europe and the USSR (1966) and southeastern United States with a racially mixed group (1963).
• High school English teacher, Sequoia Union High School District, Redwood City, CA
AWARDS AND GRANTS
•Honorary Professor, Fushun Teacher's College, Fushun, China
• Hewlett Service-Learning Fellow, Mount St. Mary's College
• Peter Lincoln Spencer Award for Claremont Graduate University Dissertation which Contributed Most to Education, Phi Delta Kappa
• Emily Ann Horowitz Fellow, Claremont Graduate University
• President's Pre-Doctoral Prize, Linguistic Association of Canada and the United States
• Service Learning Planning Grant, from Service Learning 2000 Center, Stanford University, CA
For infusing Service Learning into the Elementary Education Program
• Co-writer and participant, Preservice Reading Partnership Grant, Los Angeles, County Department of Education
• Service Learning Writing Project Writer, Corporation for National Service and Stanford University’s Service Learning 2000 Center.
• Mount St. Mary's Professional Development Grant, for research in China
• Pettus Fund Grant, for research in China
• Graduate Research Council Grant, Claremont Graduate University
• California Teachers Instructional Improvement Project (CTIIP) Grant
SAMPLE PUBLICATIONS
Yu, Z-Y & N. Pine. 2008. Discourse Strategies in Early Childhood Book Related Activities in China. National Reading Conference, Orlando, FL. December 2008. Full Article (pdf)
Pine, N. 2007 A micro-analysis of looking behavior of an English-speaking and a Chinese-speaking child. In LACUS Forum XXXIII: Variability. Eds. P. Reich, W. J. Sullivan, A. R. Lommel. Texas, Houston: Linguistic Association of the United States and Canada.Full Article (pdf file)
Yu, Z-y & Pine, N. 2006. Strategies for enhancing emergent literacy in Chinese preschools. National Reading Conference, Los Angeles, December 2006.Full Article (pdf file)
Pine, N. 2005. Visual information-seeking behavior of Chinese- and English-speaking children. In LACUS Forum XXXI: Interconnections. Eds. A. Makkai, W. J. Sullivan, A. R. Lommel. Houston, TX: LACUS.Full Article (pdf)
Pine, N., Huang P-A, Huang, R-S. 2003. Decoding strategies used by Chinese primary school children. Journal of Literacy Research, 35 (2): 777-812. Full Article (pdf)
Pine, N. 2001. The complexity of beginnings. In J. Addison-Jacobsen & D. Hill (Eds.), Struggling toward service learning solutions. Stanford, CA: Service Learning 2000 Center, Stanford University.
Regan, J., Stephenson, J., & Pine, N. 2000. Attention to microspace: Plotting the connections of a cultural theme. In D. G. Lockwood, P. H. Fries, & J. E. Copeland (Eds.), Functional approaches to language, culture and cognition. (Amsterdam studies in theory and history of linguistic science, Series IV). Amsterdam: John Benjamins. Full Article (pdf)
Phone: 213-477-2613
info@nancypine.com
EDUCATION
Ph.D., Education Claremont Graduate University, 1993, Claremont, California
Dissertation: A Comparison of Two Cultures’ Complex Graphical Knowledge Prerequisite to Literacy
M.A., Education Stanford University, Stanford, California
B.A., English Earlham College, Richmond, Indiana
CALIFORNIA CREDENTIALS AND CERTIFICATES
Multiple Subject Teaching Credential (Life), California State University, Los Angeles, CA
Secondary Teaching Credential (Life); Major: English, Minor: History; Stanford University, Stanford, CA
Certificate for Cross-Cultural, Language, and Academic Development (CLAD)
TEACHING AND RESEARCH EXPERIENCE
Director, Bridging Cultures: U.S./China Program Web Site 2000 - present
Mount St. Mary’s College, Los Angeles, CA
Responsible for building links between the college community and China, arranging for young Chinese women faculty to visit the college, and increasing related college resources
Researcher 1989 - present
In schools and communities of the People's Republic of China and the United States, conduct research in the semiotic development of young children and its implications for curriculum, including literacy development. Developing cross-cultural communication models with Chinese colleagues.
Writer 2003 – present
In addition to academic writing, I write essays and narrative non-fiction about my on-going experiences in China that began in 1989 with my dissertation research.
Consultant 1989 - present
In China, lecturing about and modeling interactive teaching at universities; lecturer to graduate students and faculty on broad range of academic topics; consultation on research methodology and doctoral programs; consultant for teaching/learning techniques, consultant for elementary school English language textbooks. Hebei Mechanico-Electrico Engineering College, Jiatong Xi'an University, Mingshu Lu Demonstration Elementary School, Nanjing Normal University, Nanjing Experimental Kindergarten, Nanjing University, Qufu Teachers' University, Shandong Teachers' University, Wei'nan Teachers' College, Xi’an Translators College, Northwest Normal University, preschools in Beijing and Nanjing, schools in Anhui Province, Yan'an University, China Women’s University, and Fushun Teachers' College. Long-term collaboration with School of Foreign Studies, Nanjing University.
Claremont Graduate University, School of Educational Studies, Pettus Archival Project concerning the College of Chinese Studies (Beijing, early 20th century) and Sino-Judaic links, especailly regarding the World War II Shanghai Jewish refugees.
Visiting Scholar 2003 - 2004
School of Educational Studies, Claremont Graduate University, Claremont, CA
Director, Elementary Education and Associate Professor with tenure 1995 - 2003
Mount St. Mary's College, Los Angeles, CA
Responsible for undergraduate and graduate professional preparation program; taught theory and practice in elementary education, literacy development, teacher research; supervised credential candidates’ fieldwork; advised all students in the program; supervised masters theses; wrote state credential program documents including the following:
2002. Multiple Subject Teacher Preparation Program Document (SB2042) for California Commission on Teacher Credentialing. Sole author; first in state to be approved
1998. Standard for the Preparation of Multiple Subject Teaching Credential Candidates for Reading, Writing and Related Language Instruction in English for California Commission on Teacher Credentialing. Sole author.
1996. Multiple and Single Subject Crosscultural, Language and Academic Development Emphasis Credential and Certificate and Bilingual Crosscultural, Language and Academic Development Emphasis Credential. Member of preparation team.
Teacher Research Series Editor 1990 - 1997
Produced five publications in a monograph series.
Coordinator 1992 - 1994
Voices from the Inside, project of the Institute for Education in Transformation at Claremont
Graduate University, Claremont, CA. Coordinated participatory research and solution-seeking in four
public schools; developed transformative school programs; consulted with interested parties nationwide.
Adjunct Faculty and Faculty Associate, Teacher Education 1989 - 1994
Teacher Education Program, Claremont Graduate University, Claremont, CA
Visiting Fellow 1987 - 1988
Early Childhood Center and Graduate Education Program
Froebel Institute College, London, England
Teacher
• Primary grades, bilingual (Spanish) classrooms 1979 - 1989
Pasadena Unified School District, Pasadena, CA
OTHER PROFESSIONAL EXPERIENCE
Writing Residency
Vermont Studio Center May 2008
Board Member
• Center for Cultural Fluency Advisory Board, Mount St. Mary’s College 2004 - present
• Pettus Archives Advisory Board, Claremont Graduate University 2003 - 2009
• Global Village Research Network--Pacific Rim, Advisory Board 1997 - 2002
• Journal of Literacy Research, Editorial Board 1995 - 1999
Evaluator
• Center for Cultural Fluency Grant, Mount St. Mary’s College, Los Angeles, CA
• Education Department, Whittier College, Whittier, CA
• Developed means to evaluate restructured schools, using internal evaluation including teacher research and participation of students. Three pilot internal evaluations for Voices from the Inside schools and one grant proposal written.
Language Study
Spanish: Poly-Languages Institute, Pasadena, CA and Instituto de Estudios de América Latina,
Cuernavaca, Morales, México
Chinese: Nanjing Foreign Languages Institute, Nanjing University, Nanjing, China
Previous Work Experiences
• Director, High School Program, Middle Atlantic States, American Friends Service Committee
• Leader, Traveling seminars for high school students in Eastern Europe and the USSR (1966) and southeastern United States with a racially mixed group (1963).
• High school English teacher, Sequoia Union High School District, Redwood City, CA
AWARDS AND GRANTS
•Honorary Professor, Fushun Teacher's College, Fushun, China
• Hewlett Service-Learning Fellow, Mount St. Mary's College
• Peter Lincoln Spencer Award for Claremont Graduate University Dissertation which Contributed Most to Education, Phi Delta Kappa
• Emily Ann Horowitz Fellow, Claremont Graduate University
• President's Pre-Doctoral Prize, Linguistic Association of Canada and the United States
• Service Learning Planning Grant, from Service Learning 2000 Center, Stanford University, CA
For infusing Service Learning into the Elementary Education Program
• Co-writer and participant, Preservice Reading Partnership Grant, Los Angeles, County Department of Education
• Service Learning Writing Project Writer, Corporation for National Service and Stanford University’s Service Learning 2000 Center.
• Mount St. Mary's Professional Development Grant, for research in China
• Pettus Fund Grant, for research in China
• Graduate Research Council Grant, Claremont Graduate University
• California Teachers Instructional Improvement Project (CTIIP) Grant
SAMPLE PUBLICATIONS
Yu, Z-Y & N. Pine. 2008. Discourse Strategies in Early Childhood Book Related Activities in China. National Reading Conference, Orlando, FL. December 2008. Full Article (pdf)
Pine, N. 2007 A micro-analysis of looking behavior of an English-speaking and a Chinese-speaking child. In LACUS Forum XXXIII: Variability. Eds. P. Reich, W. J. Sullivan, A. R. Lommel. Texas, Houston: Linguistic Association of the United States and Canada.Full Article (pdf file)
Yu, Z-y & Pine, N. 2006. Strategies for enhancing emergent literacy in Chinese preschools. National Reading Conference, Los Angeles, December 2006.Full Article (pdf file)
Pine, N. 2005. Visual information-seeking behavior of Chinese- and English-speaking children. In LACUS Forum XXXI: Interconnections. Eds. A. Makkai, W. J. Sullivan, A. R. Lommel. Houston, TX: LACUS.Full Article (pdf)
Pine, N., Huang P-A, Huang, R-S. 2003. Decoding strategies used by Chinese primary school children. Journal of Literacy Research, 35 (2): 777-812. Full Article (pdf)
Pine, N. 2001. The complexity of beginnings. In J. Addison-Jacobsen & D. Hill (Eds.), Struggling toward service learning solutions. Stanford, CA: Service Learning 2000 Center, Stanford University.
Regan, J., Stephenson, J., & Pine, N. 2000. Attention to microspace: Plotting the connections of a cultural theme. In D. G. Lockwood, P. H. Fries, & J. E. Copeland (Eds.), Functional approaches to language, culture and cognition. (Amsterdam studies in theory and history of linguistic science, Series IV). Amsterdam: John Benjamins. Full Article (pdf)