UC Davis School of Education

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Kerry Enright

Assistant Professor of Education
Phone: (530) 754-6374
Email: kaenright@ucdavis.edu


Expertise
Classroom discourse; English Learners; Language development and socialization; Writing instruction and assessment

Education

  • PhD Stanford University, School of Education, Program in Educational Linguistics, 2003
  • MA Stanford University, School of Education, Language, Literacy and Culture, 1995
  • BA Colby College, Majors of English and Spanish, Teacher Credential Program, 1994

Highlighted Publications

  • Enright, K. A. (2009). Mathematics Instruction and Academic English: Adapting Problems for Varying English Proficiencies. in Carol Malloy (Ed.) Mathematics for Every Student, Responding to Diversity, Grades 9-12 (pp29-38). Reston, VA: National Council of Teachers of Mathematics.
  • Villalva, K. E. (2006). Hidden literacies and inquiry approaches of bilingual high school writers. Written Communication. 23(1), 91-129.
  • Villalva, K. E. (2006). Reforming high school writing: Opportunities and constraints for Generation 1.5 writers. In P. Matsuda, C. Ortmeier-Hooper & X. You (Eds.) The Politics of Second Language Writing: In Search of the Promised Land (pp. 57-68). West Lafayette, IN: Parlor Press.
  • Angelelli, C., Enright, K., & Valdés, G. (2002). Developing the talents and abilities of linguistically gifted bilingual students: Guidelines for developing curriculum at the high school level (RM02156). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Valdés, G; Angelelli, C; Enright, K; García, D; González, M. (2002). The Study of Young Interpreters: Methods, Materials, and Analytical Challenges, and the Performance of the Young Interpreters on the Scripted Task. In Expanding Notions of Giftedness: The Case of Young Interpreters of Immigrant Communities. G. Valdés. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Valdés, G; Enright, K. (2002). The Gifts and Talents of Young Interpreters: Implications for Researchers and Practitioners. In G. Valdés, Understanding the Special Giftedness of Young Interpreters. (pp. 155-173). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
     
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Professional Experience

  • 2006-Present Assistant Professor, University of California, Davis
  • 2004-2006 Assistant Professor, University of North Carolina, Chapel Hill
  • 2003, Fall Visiting Instructor, University of North Carolina, Chapel Hill
  • 2001-2003 Cross-cultural, Language, and Academic Development (CLAD) Coordinator, Stanford University
  • 1999-2003 Teaching Assistant, Instructor, and Research Assistant, Stanford University
  • 1996-1998 Teacher (English Language Development, Spanish for Native Speakers, 12th grade English, Spanish II), San Leandro High School, CA
  • 1995-1996 Bilingual and English as a Second Language Teacher, Peabody Veterans Memorial High School, MA

Awards and Honors

  • Nominee, ASUCD Excellence in (Undergraduate) Education Awards, UC Davis, 2009
  • Teaching and Mentoring Award, Graduate Group in Education, UC Davis, 2008
  • Junior Faculty Development Grant Award, University of North Carolina, 2004

Associations, Boards & Committees

  • Editorial Board: Written Communication
  • Reviewer: American Educational Research Journal, The Modern Language Journal, Research in the Teaching of English, Written Communication
  • Member: American Association of Applied Linguistics, American Educational Research Association, International Society for Language Studies, Teachers of English to Speakers of Other Languages
  • Member: UC Davis Extension TESOL Advisory Board
  • Member: Executive Committee, UC Davis Designated Emphasis in Writing, Rhetoric, and Composition Studies

Courses Taught at UC Davis

  • EDU 244 Language Policy in Schools
  • EDU 201 Introduction to Qualitative Research Methods
  • EDU 244 Academic Language and Literacies
  • EDU 301 Reading in the Content Areas

Funded Research

  • 2008-2009, The Diverse Adolescent Literacies Project (Phase II), Spencer Foundation Grant, University of California at Davis, Principal Investigator.
  • 2007-2008, The Diverse Adolescent Literacies Project, UC Language Minority Research Institute Grant, University of California at Davis, Principal Investigator.
  • 2004-2006, The Language of Math Project, University Research Council Grant, University of North Carolina at Chapel Hill, Principal Investigator.
  • 2002, Spencer Research and Training Grant, Stanford University.