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Kremen School of Education and Human Development

Lisa Bennett

Associate Professor

Literacy, Early, Bilingual and Special Education | 559.278.0243 | Office: ED 265

lbennett@csufresno.edu

Education

  • University of California, Davis - Ph.D in Language, Literacy, and Culture, 2013
  • University of California, Davis - M.A. in Language, Literacy, and Culture, 2008
  • San Francisco State University - Multiple Subject Credential, 1990
  • San Francisco State University - B.A. Humanities, 1989

Courses Taught

  • Teaching the Language Arts K-12
  • Assessing & Developing Reading Abilities
  • Clinical Experiences in Reading Assessment and Instruction
  • Supervised Field Experiences in Reading
  • Literacy in Early Childhood Education
Lisa H. Bennett is an Associate Professor of Literacy Education at California State University, Fresno. She draws on 15 years of teaching culturally and linguistically diverse early learners in Northern and Southern California for her research, teaching, and development. Dr. Bennett’s research focuses on the many affordances of inquiry in preservice and inservice education as well as how an inquiry stance is mediated by teachers’ practices over time.
  • Inquiry
  • Action Research
  • Linguistically and Culturally Diverse Learners
  • Literacy Assessment and Instruction
  • Literacy Foundations
  • Early Literacy
  • Disciplinary Literacy
  • Critical Literacy
  • Culturally Sustaining Pedagogy

Macias, C., Shin, M., & Bennett, L. H. (2021). “They Were Teaching Me!”: Reimagining Collaborative Inquiry with Elementary Students in Science Teacher Education. Under Review.

Miller, E.; Nelson, F.; Yun, C.; Bennett, L. H.; Lopez-Phillips, E. (2019) “Am I Doing What I think I’m Doing?”: The Importance of a Theoretical Frame when Integrating Tablets in Teacher Education. Educational Rennaissance, 8(1), 20-29.
https://doi.org/10.33499/edren.v8i1.117

Yun, C. K. & Bennett, L. H. ( 2017). Sharing the responsibility for teacher preparation: Collaborative design of a teaching observation rubric. Educational Rennaissance, 6(1), 1-9. https://doi.org/10.33499/edren.v6i1.110

Alamillo,  L.; Yun, C.; Bennett, L.H. (2016). Translanguaging in a Reggio-inspired Spanish dual language immersion programme. Early Child Development and Care, 187:3-4, 469-486. DOI: 10.1080/03004430.2016.1236091

Bennett, L.H., Athanases, S. Z., Wahleithner, J. M. (2016). Teachers’ evolving conceptions of the relationship between teaching and teacher inquiry. Action in Teacher Education, 38(1): 49-69.

Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2015). Developing adaptive expertise for teaching English: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research, 47(1), 83-114.

*Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners’ content understandings through teacher inquiry: Focus on writing. The New Educator, 9, 304-327.

Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2013). Responsive teacher inquiry for learning about adolescent English Learners as developing writers. In L. C. de Oliveira & T. Silva (Eds.), Second language writing in the secondary classroom. Routledge.

Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2012). Fostering data literacy through preservice teacher inquiry in English language arts. The Teacher Educator, 48(1), 8-28

Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2012). Learning to attend to culturally and linguistically diverse learners through data in preservice teacher inquiry. Teachers’ College Record. 114(7), 1-50.