Regina G. Chatel, Ph.D.
Professor of Education
Contact
Phone: 860.231.5356
E-mail:
rchatel@sjc.edu
Web Page: www.sjc.edu/rchatel
Dr. Regina Chatel takes a constructivist's approach to education, believing that learning comes from within, and she expects students to be as active in the classroom as she is. Dr. Chatel's passion for teaching is also apparent on her own website, where she lists student accomplishments. She comments, "Having students succeed is the biggest achievement a professor can claim."
Dr. Chatel's areas of specialty include Reading and English Language Arts for grades K-12, and Technology Integration in the Classroom. Dr. Chatel is participating in the research for "Technology: Connections that Enhance Children's Literacy Acquisition and Reading Achievement," an IERI Research Grant from the National Science Foundation. She also writes a column for the New England Reading Journal on technology in the classroom, and serves as the editor/author of the "Computers in the Classroom" section of the New England Reading Association Journal.
As the first generation in her family to finish college, a quality education is not something that Dr. Chatel takes for granted. She remembers as a child growing up in Hartford that she wanted to attend Saint Joseph College. She says, "To be able to teach here now is literally a dream come true."
Degrees
Ph.D., University of Connecticut
M.A., University of Connecticut
B.A., University of Connecticut
Research/Publications
"Developing Reading Fluency: An Abundance of Technology Resources," electronic version, New England Reading Association Journal, 41(1), 57-60, 2005.
"Threaded Discussion as an Instructional Tool: A Pre-service Teacher Perspective, electronic version, Journal of Reading Education, 29(2), 24-33, 2004.
"Technology in Early Childhood Literacy Development: Family Literacy and Technology," electronic version, New England Reading Association Journal (NERA), 39(3), 51-57, 2003.
"Developing Literacy in the Technological Age: Expanding the Boundaries of Reader-text Interactions," electronic version, New England Reading Association Journal (NERA), 39(2), 67-73, 2003.
"The Power and Potential of Electronic Literacy Assessment: Eportfolios and More," electronic version, New England Reading Association Journal (NERA), 39(1), 51-57, 2003.
"New Technology, New Literacy: Creating a Bridge for ESL Learners Requires Technological Support for Teachers," New England Reading Association Journal (NERA), 38(3), 45-49, available online at http://www.nereading.org/ComputersColumn.htm, 2002.
Steele, B., Chatel, R., Cunard, J., Dickenson, S., Ernst, S., Hulburt, K., Leone, L., Piscatello, C., Sapherstein, L., Snow. A., and Woznicki, S., "Performance Assessments and Competency-based Teacher Preparation in the Language Arts for Elementary Pre-service Teachers (K-6): Literature Review," unpublished manuscript, developed for the Connecticut State Department of Education: Title II Teacher Quality Enhancement Grant, 2002.
Mulcahy-Ernt, P., Farr, W., Chatel, R., Cummings, J., Cunard, J., Daigneault, R., How, C., Klein, J., and Willmott, M., "Performance Assessment and Competency-based Teacher Preparation in English Language Art Instruction for 7-12 Educators in Connecticut," unpublished manuscript, developed for the Connecticut State Department of Education: Title II Teacher Quality Enhancement Grant, 2002.
"ENGL 340 Literature for Children," ERIC Clearinghouse on Reading, English and Communication, Indiana University, Bloomington, Indiana, accepted for publication and in processing stage, 2002.
"Lesson Planning & Analysis," ERIC Document No., ERIC Clearinghouse on Reading, English, and Communication, Indiana University, Bloomington, Indiana, accepted for publication and in processing stage, 2002.
"Portfolio Development: Some Considerations," ERIC Document No., ERIC Clearinghouse on Reading, English, and Communication, Indiana University, Bloomington, Indiana, accepted for publication and in processing stage, 2002.
Chatel, R.G., and Talty, P., "Early Literacy Intervention Professional Development Program: Listening to Teachers' Voices," ERIC Document No., ERIC Clearinghouse on Reading, English, and Communication, Indiana University, Bloomington, Indiana, accepted for publication and in processing stage, 2002.
Chatel, R.G., and Talty, P., "Parent Empowerment to Build Children's Literacy Skills," ERIC Document No., ERIC Clearinghouse on Reading, English, and Communication,
Indiana University, Bloomington, Indiana, accepted for publication and in processing stage, 2002.
"Testing the Waters of Distance Learning: A Case Study in Constructivist Learning and Teaching," Journal of Reading Education , 27(1), 2001.
"Technology and Teacher Preparation: A Case Study," in Price, J.D., Willis, D., Davis, N., and Willis, J., (Eds.), Proceedings of SITE 2001 - March 5-10, Orlando, Florida, 2001.
"Diagnostic and Instructional Uses of the Cloze Procedure," New England Reading Association Journal, 37(1), 2001.
Askov, E.N., Hager, J.M., and Chatel, R., "Distance Learning in Literacy Instruction: What's Happening Now? What's Projected for the Next Millennium?" in R.J. Telfer, Ed., Literacy Transitions into the Next Millennium: Where Have We Been? Where Are We Going ? Yearbook of the American Reading Forum, 20, 17-26, 2000.
"Constructivism/Non Directive Teaching: Some Thoughts on Developing Independent Learners," Totten, S., Morrow, L., Johnson, C., and Sillis-Briegel, T., (Eds.), Preparing Middle Level Educators: Practicing What We Preach, New York, New York, Falmer Press, 142-144, 1999.
"Developing Integrated Language Arts Standards, K-12," reprinted in Johnson, D. (ed.), Perspectives: Literacy, Madison, Wisconsin, Coursewise Publishing, Inc., 1999.
"Creating Personal Portfolios in English Language Arts Preparation Courses," Journal of Reading Education, 24(1), 1999.
"Listening to Their Voices: Risktaking in a High School Chemistry and Physics Class," Connecticut English Journal, 25, 1998.
"Unleashing the 'Imagination:' Creating Portfolios in Education Classes," Connecticut English Journal , 24, 1997.
"Developing Integrated Language Arts Standards, K-12," English Leadership Quarterly , 19(2), 1997.
"Creating an Integrated Language Arts Curriculum," Journal of the Connecticut Association of Supervision and Curriculum Development, 1995.
"Whole Language Philosophy and Connecticut's Common Core of Learning," Journal of the Connecticut Association for Supervision and Curriculum Development, CASCD, 1991.
"Miscue Analysis," in Meagher, J.A. and Page, W.D. (Eds.), Language Centered Reading Instruction, Storrs, Connecticut, The University of Connecticut, 1980.
