Julie Kidd

Ed.D., Virginia Tech
Associate Professor
Coordinator, Early Childhood Education

Contact Information

Send email to jkidd@gmu.edu

Phone: (703) 993-8325
Fax: (703) 993-4370

George Mason University, Fairfax Campus
Robinson Hall A 327
4400 University Dr.
MS 4B3
Fairfax, VA 22030

Profile

Dr. Kidd is Assistant Professor in the Graduate School of Education at George Mason University (Mason) and is currently Coordinator of the Early Childhood Education program. She teaches in the Early Childhood Education and Literacy programs. Dr. Kidd holds a Bachelor of Arts degree in Elementary Education from the University of Richmond. She began her teaching career as a sixth- and seventh-grade mathematics and English language arts teacher in Page County, Virginia. During that time, she earned a Master of Education in Reading Education at James Madison University. Dr. Kidd completed her Doctor of Education in Curriculum and Instruction with a Literacy emphasis at Virginia Tech in 1992. Prior to joining the faculty at Mason, Dr. Kidd was a reading specialist, lead teacher, and elementary classroom teacher for Alexandria City Public Schools in Virginia.

Dr. Kidd's research is focused on preparing teachers who have the knowledge, skills, and dispositions to work with culturally, linguistically, socio-economically, and ability diverse children and their families. She is especially interested in home-school-community collaborations as well as collaborative efforts among teacher interns. In addition, she is currently engaged in research on promoting abstract thinking in young children as well as research related to language and literacy development.

Research Interests

  • Enhancing young children's cognitive abilities to promote achievement
  • Language and literacy
  • Preparing teachers who have the knowledge, skills, and dispositions to work with culturally, linguistically, socio-economically, and ability diverse children and their families

Recent Publications

Kidd, J. K., & Bromley, K. (in press). Promoting writing with reading and learning. In S. B. Wepner, & D. S. Strickland, (Eds.), The administration and supervision of reading programs (4th ed.). New York: Teachers College Press.
Pasnak, R., Kidd, J. K., Gadzichowski, K., Ferral-Like, M., Gallington, D., Saracina, R. (2007). Nurturing developmental processes in early abstraction. Journal of Developmental Processes, 2(1), 90-115.
Groth, L., Dunlap, K. L., & Kidd, J. K. (2007). Becoming technologically literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386.
International Reading Association Family Literacy Committee. (2007, Spring/Summer). Family literacy guidelines. Reading Today, 24(6), 37.
Fox, R. K., Kidd, J. K., Painter, D., & Ritchie, G. V. (2007). The growth of reflective practice: Teachers’ portfolios as windows and mirrors. Teacher Educators’ Journal, 13-24.
Pasnak, R., Kidd, J. K., Gadzichowski, M., Gallington, D. A., Saracina, R. P., & Addison, K. T. (2007). Teaching kindergartners abstractions. International Journal of Learning, 13(11), 1-6.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions. Journal of Early Childhood Teacher Education, 26(4), 347-359.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2004). Listening to the stories families tell: Promoting culturally responsive language and literacy experiences. In C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, & D. L. Shallert, (Eds.), Fifty-Third Yearbook of the National Reading Conference (pp. 246-263). Chicago: National Reading Conference.
Kidd, J. K. (2004). Book review: A critical discourse analysis of family literacy practices: Power in and out of print. Journal of Literacy Research, 36(3), 401-408.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2004). Gathering family stories: Facilitating preservice teachers’ cultural awareness and responsiveness. Action in Teacher Education, 26 (1), 64-73.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2002). A focus on family stories: Enhancing preservice teachers’ cultural awareness. In D. L. Shallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), Fifty-First Yearbook of the National Reading Conference (pp. 242-252). Chicago: National Reading Conference.
Kidd, J. K., Thorp, E. K., & Sánchez, S. Y. (2002). Family stories in K-3 classrooms: Promoting culturally responsive instruction. In P. E. Linder, M. B. Sampson, J. R. Dugan, & B. Brancato (Eds.), Celebrating the faces of literacy, 23rd Yearbook of the College Reading Association (pp. 247-261). Commerce, TX: College Reading Association.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2001). Finding mutual benefits in university-school partnerships: Interns, the project approach, and diverse learners. The Teacher Educators’ Journal, 11(2), 24-34.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2000). Integrating language and literacy through projects: An applied internship experience. In J. R. Dugan, P. E. Linder, W. M. Linek, & E. G. Sturtevant (Eds.), Literacy at a new horizon, 22nd Yearbook of the College Reading Association (pp. 207-225). Commerce, TX: College Reading Association.
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Courses Taught This Semester