College of Education, Health and Human Sciences College of Education, Health and Human Sciences
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Publications

JERRIE L. C. SCOTT

Faculty Buyout Position

Instruction Curriculum Leadership

Office Location: 400B Ball Hall

Phone: (901) 678-5490

Email: jcscott@memphis.edu

    • Scott, J. & Brinson, S. (2004). Stepping up to standards-based teaching:
              An integrated reading-math approach in K-2. Tennessee's Children,
              Journal of the Tennessee Association for the Education of Young Children. 
    • Anderson, R., Dietrich, A., Puckett, J., Scott, J., & Smith, L. (2004). Creating
              literacy partnerships with middle school teachers. Tennessee Association of
              Middle Schools, V. 31.
    • Williams, B. & Scott, J. (2003). Accountability and assessment in teacher education.
              AACTE/ Journal of Teacher Education.
    • Scott, J. (2003). High stakes testing: A divisive solution to education problems.
              Commissioned  by the National Association of Black School Educators,
              54 ms pages).     
    • Morris, V., Hawkins, J., & Scott, J. (2002) Benjamin L. Hooks: A teacher's
              guide to classroom activities. Memphis: Hooks Institute for Social Change.   
    • Scott, J. C. (2000). Re-Searching Insider Knowledge: A Teacher-Research Project.
              Sponsored by the Spencer Foundation. A Technical Report.
    • Scott, J. & Marcus, C. (2000). Emergent literacy: Home-school connections. In
              J. Harris, A. Kamhi, & K. Pollack (Eds.), Literacy in African American
              communities (
      77-98). Hillsdale: Lawrence Erlbaum Associates.
    • Scott, J. & Hardaway, Y. (Eds.). (1998). Diversity at its Best.
               (Conference Proceedings). Memphis: The University of Memphis,
              Office of Diversity.
    • Scott, J. (1998). The serious side of Ebonics humor. Journal of English Linguistics,
              
      26, 2, 137-155.
    • Scott, J. (1997). Practice what you preach: Preach what you practice. In A. Dyson,
              What difference does difference make? (pp. 132-136). Urbana: National
              Council of Teachers of English.
    • Scott, J. (1992). Deficit theories, ethnic dialects , and literacy research: When
              and why recycling is not cost efficient. In C. Kinzer & D. Leu (Eds.)
              Literacy research, theory, and practice:  Views from many per-
              spectives (49-63).
      Forty-first Yearbook, National Reading Conference
              (Plenary Address). 
    • Scott, J., Straker, D., & Gamble, D. (1992). Mission 2020: Validating passports to
              the land of equal opportunity. 
      Commissioned by the Select Committee on the
              Education of Black Youth. Wilberforce), Ohio: Central State University.  
    • Scott, J., Davis, W. & Cole, A. (1989). A picture is worth a thousand words:
              The visual-print connection. Dialogue: Arts in the Midwest, May/June,
              26-31.
    • Scott, J. (1988). Nonmainstream groups: Questions and research directions.
               In J. Davidson (Ed.), Counterpoint and beyond: A response to Becoming
               a nation of readers
      (27-31). Urbana: National Council of Teachers of
                English.
    • Scott, J. (1986). Mixed dialects in the composition classroom. In M. Montgomery
              & G. Bailey (Eds.), Language variety in the South (333-347).  University,
              AL: University of Alabama Press. University, Alabama: The University of
              Alabama Press.   

    • Scott, J. (1985). The King Case: Implications for educators. In C. Brooks, J. Scott,
              M. Chaplin, D. Lipscomb, W. Cook, & V. Davis (eds.), Tapping potential:
              English language arts for the Black learnere. (63-71) Urbana: National
              Council of Teachers of English

        
    • Scott, J. & Smitherman, G. (1985). Language attitudes and self-fulfilling prophecies
               in the elementary school. In S. Greenbaum (ed.), The English Language Today. 
             
      Elmsford: Pergamon Press.
       
    • Scott, J. (1981). Black language and communication skills: Recycling the issues. In
               G. Smitherman (Ed.), Black English and the education of  Black children and
               youth, (
      129-251). Detroit: Waynes State University Press.
       
    • Scott, J. (1981). The influence of spoken language patterns on the writing of Black college freshmen. Urbana: National Council of Teachers of English Research Foundation (85 pages). Technical Report.
    • Scott, J. (1980). Perspectives on bidialectal education. Occasional Papers
          in Linguistics,
      Southern Illinois University, 6, 195-210.
    • Scott, J. (1980). Language barriers and dialect interference: Toward the production
          of an illiterate minority. Proceedings of the Annual Language Symposium (1-17).
          New York: Medgar Evers College and the New York State TESOL Association.
       
    • Scott, J. (1980). Comments on the Michigan Black language case. English Journal, 69,
          6, 10-12.
    • Scott, J. (1979). Black dialects and reading: Which differences make a difference? In W. Shafer (Ed.), Applied Linguistics and 
                Reading (51-62) .
      Newark: International Reading Association
       
    • Scott, J. & Scott, E. (1979). Relationships between reading and writing structures
              (pp. 45-53). Gainesville: University of Florida, Annual Reading-Writing Center
               Conference Proceedings.
    • Scott, J. (1973). The need for semantic considerations in accounting for verb forms
           in Black dialects of English. The University of  Michigan  Papers in Linguistics,
          1(2), 140-145.    


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