Jill Purdy is an associate professor, chair and the director of graduate programs in the education department at Cedar Crest College.
Jill cannot remember a time when she didn't want to be a teacher, so it is no surprise to her family that she has been in the teaching field for over 25 years.
After receiving her bachelor's degree, Jill began teaching in fifth grade in the Easton School District. Shortly after obtaining her master's, Jill moved to a middle level teaching position at Southern Lehigh School District, where she taught English, Reading and Social Studies. Jill's next position was as a Reading Specialist at Salisbury Middle School.
Since joining the faculty at Cedar Crest in 2005, Jill has been researching the teaching of English Language Learners. She has enjoyed visiting several ESL classrooms in local school districts. Jill's current position as the graduate program director and associate professor has allowed her to teach many different courses and occasionally supervise teachers in the field.
Industry Expertise (2)
Areas of Expertise (9)
Widener University: Ed.D., Reading and Language Arts
East Stroudsburg University: M.S., Reading
East Stroudsburg University: B.S., Elementary Education
- International Literacy Association: Member
- Kappa Delta Pi: Member
- Keystone Slate Reading Association : Member
- Colonial Area Reading Educators : Member
- Pennsylvania Teacher Educators
Media Appearances (2)
SLMS Teacher Recognized As "Exemplary" By Cedar Crest College
The Laconian online
Schultheis is the 2014 winner of the Howard Kloop Exemplary Teacher Award, presented each year by the Education Department at the Allentown college in honor of Klopp, a former education professor and chair of the Education Department at Cedar Crest. The award was presented by Dr.Nancy King, current Chair of the Education Department, and Cedar Crest faculty members Jill Purdy, Deborah Hartman and Joan Kern...
NSTA Blog online
But Jill Purdy from Cedar Crest College in Allentown PA wondered how the strategy would help 9th graders who struggle with reading in science. She summarized her research on the topic, showing the positive results in fluency, comprehension of science topics, and attitudes. The small number of participants was conducive for a “seminar” setting. Lots of ideas to extend the practice were discussed: logistics in the classroom, using the strategy with ELL students, creating original “scripts,” and recording the performances as podcasts...
Event Appearances (8)
Using Short Screencast to Promote Student Engagement
Kappa Delta Pi Convocation Orlando, Fl
Using Short Screencast to Promote Student Engagement
The Teaching Professor Technology Conference New Orleans, LA
Screencasts for Quick Student Engagement
LVAIC Workshop on Digital Tools for Teaching and Learning the Liberal Arts Muhlenberg College
Wrestling with Rubrics in the Online Classroom
Teaching Professor Technology Conference Atlanta, Georgia
Roping in Runaway Readers: Engaging the Adolescent Learner in Reading & Writing Activities
International Reading Association Chicago, Illinois
Recommendations for Professional Development for Content Area Teachers of English Language Learners
One Voice Harrisburg, PA
Addressing Diversity in the Adolescent Classroom through Multicultural Literature Activities
17th European Reading Conference Mons, Begium
Readers' Theater in the Science Classroom
National Science Teacher Association Conference Pennsylvania
EDU 100 Perspectives on Secondary Education
The prospective teacher will learn about the planning and design of the middle and secondary level classroom. This course will address the important factors that will play a role in your teaching career, such as: principles of curriculum, instructional strategies, assessment, and classroom management as they relate to teaching and learning. The participant will also examine the historical, philosophical, political, sociological foundations and the organization of the American educational system as it relates to the middle and secondary levels. This course is a pre-requisite to all other middle level and secondary education courses
EDU 359 Teaching the Culturally and Linguistically Diverse Student
This course prepares the elementary and secondary teacher to meet the special needs of culturally and linguistically diverse students in the PreK-12 general education classroom. Students in this class will develop an understanding of the impact of being a non-native English speaker on the learning process and socialization in the classroom. The student will develop this understanding through the study of second language acquisition and through obtaining specific teaching techniques to better aid the ESL student in the learning process. In addition, intercultural communication skills will be acquired. An emphasis is also placed on the teacher gaining respect and appreciation for culture and language.
EDU 514 Reading in the Content Area
Graduate level students in this course will examine best teaching practices for supporting students in the reading of content area texts. Students participating in this course will gain expertise in the strategies that increase comprehension skills for content area reading. In addition, students will learn to extend content area learning through the integration of adolescent literature. A review of research of the current trends in adolescent literacy is a component of this course.
EDU 516 Mutlcultural and Diversity Education
Students will explore instructional and political issues related to race, ethnicity, gender, sexual orientation, age, and religion as they impact student learning and educational experiences towards developing personal sensitivity and will then explore strategies and models for fostering their students’ respect and appreciation for diversity from the perspective of critical pedagogy theory. Analysis of diversity from perspectives of critical pedagogy theorists such as Giroux, McLaren, Kanpol and others will be required.
EDU 540 Differentiated Reading Instruction
This course is designed for the graduate level student seeking initial certification or teachers seeking to extend their knowledge in the area of reading instruction. The early childhood educator will learn to differentiate instruction for the PreK through Grade 4 classroom setting. A primary focus is on current intervention strategies that meet the needs of all students in the areas of reading, writing, and assessment. The student will examine how reading research and theory meet to develop strong differentiated instructional strategies. Students are encouraged to participate in national, state and local organizations that promote reading for all learners. Prerequisites: EDU 150/550 & EDU 311/ 511; or by professor permission
EDu 559 Curriuculum and Instruction for the Englsih Language Learner
This course prepares the elementary and secondary teacher to meet the needs of culturally and linguistically diverse students in the PreK-12 general education classroom. Students in this class will develop an understanding of the impact of being a non-native English speaker on the learning process and socialization in the classroom. The student will develop this understanding through the study of second language acquisition and through obtaining specific teaching techniques to better aid the ESL student in the learning process. In addition, intercultural communication skills will be acquired. An emphasis is also placed on the teachers’ respect and appreciation for culture and language. Graduate level students will analyze and synthesize research in the field.
REA 504 Diagnosis, Assessment and Remedial Reading Techniques
This course is designed for the certified teacher as an introduction to classroom-based reading assessments. Participants develop expertise in both formal and informal reading assessments that are used to measure student achievement in grades PreK- 12. Educators will analyze the validity and reliability of assessment and intervention techniques that are used to accelerate the reading ability of students with reading deficiencies and/or disabilities. Educators will learn how to differentiate instruction to accommodate the needs of students whom vary in their levels of reading achievement. This course was designed to meet the five standards indicated by the International Reading Association: Foundational Knowledge, Instructional Strategies and Curriculum Materials, Assessment, Diagnosis, and Evaluation, Creating a Literate Environment, and Professional Development.
REA 505 Word Study and Vocabulary Development
This course explores the acquisition of word knowledge for students in grades Pre-K-12. Course content combines theory with practice as educators learn to use hands-on techniques to design tasks for developmental needs in phonemic awareness, alphabetic principle,
phonics, word family instruction, spelling patterns, and word study in Pre-K through Grade 4. This course investigates phonemic, morphemic, semantic, syntactic, and pragmatic systems of language. Furthermore, vocabulary development is investigated in Grades 4-12, including direct instruction of vocabulary and explores numerous strategies to enhance vocabulary growth.
This course was designed to meet the five standards indicated by the International Reading Association:
Foundational Knowledge, Instructional Strategies and Curriculum Materials, Assessment,
Diagnosis, and Evaluation, Creating a Literate Environment, and Professional Development.