Jessica DeMink-Carthew is an Assistant Professor in Middle Grades and Elementary Education at the University of Vermont. She is also a Senior Research Associate with the Tarrant Institute for Innovative Education. Her research centers on supporting student teachers and practicing teachers in experimenting with innovative teaching practices such as personalized learning, proficiency-based learning, and social justice education. She is especially interested in teaching approaches that aim to engage middle grades students as co-designers of learning experiences. Jessica has taught in Michigan, Maryland, France and Hawaii and tries to maintain the aloha life by playing the ukulele every chance she gets.
Areas of ExpertiseCurriculum and Instruction; Multiculturalism; Reading Education and Literacy; Social Justice; Teacher Education
- DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal.
- DeMink-Carthew, J., Grove, R., Peterson, M.P. (2017). The influence of the core practices movement on the teaching and perspectives of novice teacher educators. Studying Teacher Education.
- Petrick-Smith, C, Tinkler, A., DeMink-Carthew, J. & Tinkler, B. (2017). Pre-service mathematics teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development
- DeMink-Carthew, J. (2017). Reform-oriented collaborative inquiry as a pedagogy for student teaching in middle school. Middle Grades Research Journal.
- DeMink-Carthew, J., Hyler, M. E., & Valli, L. (2016). Redesigning teacher education in the context of multiple reform initiatives. In D. Polly (Ed.), Evaluating teacher education programs through performance-based assessments (1-17). Hershey, PA: IGI Global.
- DeMink-Carthew, J. & DeMink, J. (November/December 2016). “Hands-joined” projects: A framework for co-developing projects with students. AMLE Magazine.
- DeMink-Carthew, J. (2016, April). The political work of reform-oriented student teaching and the diplomatic skills required. Paper session through the Middle Level Educational Research Special Interest Group at the annual conference of the American Educational Research Association (AERA), Washington, DC.
- DeMink-Carthew, J. (2015, October). How to develop student-driven projects: A simple framework driven by student questions. Concurrent session at the annual conference of Association for Middle Level Education (AMLE), Indianapolis, IN.
- DeMink-Carthew, J. & Petrick-Smith. C. (2015, October). Transitioning to proficiency-based learning in middle level teacher education classes. Concurrent session at the Middle Level Teacher Education Symposium (AMLE), Indianapolis, IN.
- DeMink-Carthew, J. (2015, April). How am I going to do this there? Collaborative inquiry as a pedagogy for student teaching. Roundtable session through the Middle Level Educational Research Special Interest Group at the annual conference of the American Educational Research Association (AERA), Chicago, IL.
Awards and Recognition
- Graduate Student Award from Middle Level Education Research Special Interest Group of AERA: An annual award given to the author of a middle level dissertation. (2016)
- American Association of Colleges for Teacher Education (AACTE), American Educational Research Association (AERA), National Council of Teachers of English (NCTE), National Middle School Association (NMSA)
- Ph.D. in Teacher Education & Professional Development from University of Maryland
- M.Ed. in Elementary Education & Middle School ELA from University of Michigan
- B.A. in Psychology & Sociology from University of Michigan
Phone: (802) 656-1465
Office: Waterman 534-A
Courses Taught in the Last 5 Years
Children's Literature; Early Adolescent English Language Arts Methods; Independent Study in Children's Literature; Learner Development & Learning; Multicultural Children's Literature; Student Teaching Seminar