Hathaway, Jennifer

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Phone: (703) 993-5789
Fax: (703) 993-5300
Email: jhathaw2 (@gmu.edu)

View Jennifer Hathaway's curriculum vitae in PDF format.

Dr. Jennifer I. Hathaway is an Associate Professor of Education in the College of Education and Human Development at George Mason University.  She also serves as the Academic Program Co-Coordinator for Literacy.  She teaches elementary reading methods courses for prospective teachers and graduate level courses preparing teachers to serve as Reading Specialists.  Jennifer received her Ph.D. at Vanderbilt University in Teaching and Learning with a concentration in Language, Literacy, and Culture after teaching for several years in elementary schools in North Carolina.  

Jennifer's research interests include effective elementary literacy instruction, literacy coaching, teacher education, and professional development.  

Pilonieta, P., & Hathaway, J. I. (2022). Kindergarteners’ engagement in academic conversations. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-022-01328-z

Medina, A. L., Hancock, S. D., Hathaway, J. I., Pilonieta, P., & Holshouser, K. O. (2021). The influence of sustained, school-based professional development on explicit reading comprehension strategy instruction. Reading Psychology, 42(8), 807-835. https://doi.org/10.1080/02702711.2021.1939820 *#

Parsons, A. W., & Hathaway, J. I. (2019). Video as a tool for guided reflection in literacy specialist preparation.  In R. Karchmer-Klein & K. E. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 85-106). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch005

Pilonieta, P., Hathaway, J. I., & Casto, A. (2020). Kindergartners’ strategic talk during partner reading. Reading & Writing Quarterly, 36(5), 397-417. https://doi.org/10.1080/10573569.2019.1650679

Pilonieta, P., Hathaway, J. I., Medina, A. L., & Casto, A. (2019). The impact of explicit comprehension strategy instruction on first- and second-grade at-risk students.  Journal of Education, 199(3), 128-141. https://doi.org/10.1177/0022057419854346

Pilonieta, P., Medina, A. L., & Hathaway, J. I. (2017). The impact of a study abroad experience on preservice teachers’ dispositions and plans for teaching English Language Learners. The Teacher Educator, 52(1), 22-38. https://doi.org/10.1080/08878730.2016.1247204

Hathaway, J. I., & Martin, C. S., & Mraz, M. (2016). Revisiting the roles of literacy coaches: Does reality match research? Reading Psychology, 37(2), 230-256. https://doi.org/10.1080/02702711.2015.1025165

• College of Education and Human Development
• School of Education
• Division of Elementary, Literacy, and Secondary Education
• Literacy
• Elementary Education PK-6
• Elizabeth G. Sturtevant, PhD, Center for Literacy
• Coordinated Educational and Wellness Services Center

• Trajectory of Literacy Research (EDRD - 640)
• Foundations of Literacy Instruction: Code-Based Skills (EDRD - 642)
• Literacy Assessment and Intervention (EDRD - 644)

• Literacy Teaching and Learning in Diverse Elementary Classrooms I (EDCI 555)
• Literacy in Fine Arts, Health, and Physical Education (EDRD 300)
• Facilitating Literacy in School or Community Settings (EDRD 301)
• Literacy in Fine Arts, Health, and Physical Education (EDRD 501)
• Word Analysis: Phonics, Vocabulary, and Spelling for K-12 Learners (EDRD 628)
• Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood (EDRD 630)
• Literacy Assessments and Interventions for Groups (EDRD 632)
• Literacy Assessments and Interventions for Individuals (EDRD 633)
• School-Based Leadership in Literacy (EDRD 634)
• School-Based Inquiry in Literacy (EDRD 635)
• Supervised Literacy Practicum (EDRD 637)
• Trends and Issues in Literacy (EDRD 641)
• Foundations of Coaching and Fostering Professional Learning (EDRD 680)
• Foundations of Literacy (EDUC 506)