University of Vermont

Faculty Biography

Faculty Biography | Penny Bishop

Penny Bishop

Penny BishopProfessor

Contact Information:
Waterman 410
(802) 656-1411
Penny.Bishop@uvm.edu

Penny Bishop is Professor of Middle Level Education at the University of Vermont where she teaches future middle grades educators and conducts research on schooling for young adolescents. She directs the Tarrant Institute for Innovative Education. Dr. Bishop has served as Principal Investigator on numerous grants, bringing over $11 million dollars to Vermont schools to improve the learning and lives of middle grades students. A former middle level English and Social Studies teacher, Penny has served as chair of the Association for Middle Level Education's Research Advisory Board and as chair of the American Educational Research Association's group on Middle Level Education Research. She is co-author of five books on effective middle grades practice. Penny previously served as policy advisor on fellowship to the New Zealand Ministry of Education, providing input and research on effective schooling policies for students in the middle years in that country.

Areas of Expertise:

Adolescent Development; Collaboration; Educational Policy; Religion and Education; School Transformation; Teacher Education; Technology and Learning

Current Projects:

Technology Integration Professional Development, Vermont Middle Grades Professional Development Collaborative

Scholarship

Selected Publications

  • Gale, J., & Bishop, P. (2014). The Work of Effective Middle Grades Principals: Responsiveness and Relationship. Research in Middle Level Education.
  • Bishop, P. & Downes, J. (2013). Technology in the middle grades classroom. In P.G. Andrews (Ed.). Research to guide practice in middle grades education (pp. 267-302). Westerville, OH: Association for Middle Level Education.
  • Downes, J., & Bishop, P. (2013). Responsive technologies for young adolescents. In F. Miller (Ed.). Transforming learning environments: Strategies to shape the global generation. Emerald Publishing, 153-169.
  • Nelson, E., & Bishop, P. (2013). Students as action research partners: A New Zealand example. Middle School Journal, pp.19-29.
  • Downes, J. & Bishop, P. (2012). Engaging digital natives: Learning from young adolescents technology lives. Middle School Journal, 43(5), pp. 6-15.
  • Bishop, P. (2012). Multiple discourses and missing voices. In M. Vagle (Ed.). Not a Stage! A Critical Reconception of Young Adolescent Education. New York: Peter Lang Publishing. pp. 163-174.
  • Andrews, C., & Bishop, P. (2012). Middle years transitions across the globe. Middle School Journal, 44(1), 8-14.
  • Reyes, C. & Bishop, P. (2011). The hazards of engaging teacher identity in preservice teacher education. In P. Jenlink (Ed.). Teacher Identity and the Struggle for Recognition. New York: Scarecrow Publishing.
  • Brinegar, K., & Bishop, P. (2011). Student learning and engagement in the context of curriculum integration. Middle Grades Research Journal, 6(4).
  • Caskey, M., Andrews, G., Bishop, P., Capraro, R., Roe, M., & Weiss, C. (2010). Research and resources in support of 'This We Believe.' Westerville, OH: National Middle School Association.
  • Nash, R.J. & Bishop, P.A. (2010). Teaching adolescents religious literacy in a post-9/11 world. Charlotte, NC: Information Age Publishing.
  • Pflaum, S. & Bishop, P. A. (2010). Student perceptions of reading engagement: Learning from the learners. In M. Bean, N. Heisey, & C. M. Roller (Eds.). Preparing Reading Professionals (second edition). Reprinted from Journal of Adolescent and Adult Literacy, 48(3), 202-213.
  • Stevenson, C. & Bishop, P.A. (2011). Curriculum that is relevant, challenging, integrative and exploratory. In T. Erb (Ed.). This we believe in action, 2nd ed. Westerville, OH: National Middle School Association.
  • Durling, N., Ng, L. & Bishop, P. (2009). The Education of Years 7-10 Students in New Zealand. Wellington, New Zealand: Ministry of Education.
  • Bishop, P. & Downes, J. (2008). Engaging curriculum for the middle years. Curriculum Matters. New Zealand Council for Educational Research.
  • Dowden, T., Bishop, P. & Nolan, P. (2008). Middle schooling in Aotearoa/New Zealand. In V. Anfara (Ed.) International Approaches to Middle Schooling. Volume 7 in The handbook of research in middle level education. American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
  • Bishop, P. (2008). Middle Years Teacher Credentialing in Aotearoa/New Zealand. Wellington, New Zealand: Fulbright Program.
  • Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). "Student perceptions of integration and community: Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. American Educational Research Association
  • Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). Student perceptions of integration and community:"Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. (pp 91-120). American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
  • Bishop, P. & Nash, R. (2007). Teaching for religious literacy in public middle schools. Middle School Journal, 38(5), 20-31.
  • Bishop, P., Brinegar, K., Patrizio, K., & Tarule, J.M. (2007). "Teacher educators reflect on standards." Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2&3).
  • Bishop, P. & Allen-Malley, G. (2006). "Using personal memoirs of early adolescence to prepare for teaching in the middle grades." Middle School Journal. 37(3), 20-29.
  • Nash, R.J. & Bishop, P. (2006). "Teaching adolescents about religious pluralism in a post 9-11 world." Journal of Religion and Education, 33(1). 26-48.
  • Nash, R.J. & Bishop, P. (2006). Teaching adolescents religious literacy in a post-9/11 world. Journal of Religion and Education 33(1). 26-48.
  • Bishop, P., Reyes, C. & Pflaum, S. (2006). Read smarter, not harder: Global reading comprehension strategies. The Reading Teacher, 60(1), 66-69.
  • Bishop, P. & Allen-Malley, G. (2006). Using personal memoirs of early adolescence to prepare for teaching in the middle grades. Middle School Journal, 37(3), 20-29.
  • Bishop, P., & Downes, J. (2006). Finding a kiwi way for the middle years: An outsiders' perspective. New Zealand's Middle Schooling Review (1), 8-11.
  • Bishop, P. (2006). The promise of visual methods in middle level research. Middle Grades Research Journal,1(2), 33-46.
  • Bishop, P., & Pflaum, S. (2005). Reaching and teaching middle school learners: Asking students to show us what works. Thousand Oaks, CA: Corwin Press.
  • Reyes, C., & Bishop, P. (2005). Meeting in the middle: Preparing teachers on a predominantly white campus for diverse classrooms. Teacher Education and Practice, 18 (2), 137-156.
  • Bishop, P., Boke, N., Pflaum, S., & Kirsch, N. (2005). "Just pretending to read:" Teaching middle school students to be strategic readers. In M. Caskey (Ed.) Action research at the middle level: Teachers and administrators in action. Volume 5 in The handbook of research in middle level education. American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
  • Bishop, P., & Pflaum, S. (2005). Middle school students' perceptions of social dimensions as influencers of academic engagement. Research in Middle Level Education Online, 29(1).
  • Sullivan, M. & Bishop, P. (2005). Disaffiliated boys: Perspectives on friendship and school success. Middle School Journal, 37(2), 22-30.
  • Boyer, S., & Bishop, P. (2005). Young adolescent voices: Student perceptions of interdisciplinary teaming. Research in Middle Level Education Online, 28(1).
  • Bishop, P., & Pflaum, S. (2005). Student perceptions of action, relevance, and pace. Middle School Journal, 36(4), 4-12.
  • Stevenson, C., & Bishop, P. (2005). Curriculum that is relevant, challenging, integrative, and exploratory. In T. Erb (Ed.) "This we believe" in action. Westerville, OH: National Middle School Association.
  • Bishop, P., & Allen-Malley, M. (2004). The power of two: Partner teams in action. Westerville, OH: National Middle School Association

Awards & Honors

  • The Joseph Anthony Abruscato Award for Excellence in Scholarship from College of Education and Social Services, University of Vermont: Awarded to CESS Scholar for Excellence in Research (2012)
  • Jackie Gribbons Leadership Award from Vermont Women in Higher Education: The Jackie Gribbons Leadership Award is presented to a woman who has demonstrated leadership ability, served as a model and mentor, developed innovative programs, and contributed significantly to the institution and profession. (2010)
  • Critics Choice Book Award from American Educational Studies Association: Nash, R. J. & Bishop, P. A. (2010). Teaching adolescents religious literacy in a post-9/11 world. Charlotte, NC: Information Age Publishing. Each year, a committee of AESA members selects outstanding books that may be of interest to those in educational studies. These books are designated as AESA Critics' Choice Award winners. The Critics' Choice Award serves to recognize and increase awareness of recent scholarship deemed to be outstanding in its field and of potential interest to members of the Association. (2010)
  • Sir Ian Axford Public Policy Fellowship from Fulbright New Zealand: Established by the New Zealand Government in partnership with the private sector to reinforce links between New Zealand and the United States, Ian Axford (New Zealand) Fellowships in Public Policy give outstanding American professionals opportunities to research, travel and gain practical experience in public policy in New Zealand, including first-hand knowledge of economic, social and political reforms and management of the government sector. The programme has three goals: To reinforce New Zealand-United States links by enabling Americans of high intellectual ability and leadership potential to come to New Zealand to gain experience and build contacts in the field of public policy development; To help improve the practice of public policy in New Zealand and the United States by the cross-fertilization of ideas and experience in the two countries; and to build a network of public policy experts on both sides of the Pacific. (2008)

Professional Associations

  • American Educational Research Association (AERA), National Middle School Association (NMSA), New England League of Middle Schools (NELMS)