of Child Study and
105 College Avenue
Medford, MA 02155
Professional Development Coordinator, Early Childhood Education
Ph.D., Applied Linguistics, Boston University, Boston, MA., 1994
M.Ed., Teaching Young Children with Special Needs, Wheelock College,
Boston, MA, 1984
B.A., Barnard College, New York, NY, 1970
Children's literacy, reading, action research, teacher research,
classroom language use, classroom culture
A major goal of my work is to support the development of teacher
research as a part of teaching. Teacher-research, as I understand
it, explores the assumptions and practices that influence the way we
understand children, recognize thinking and orchestrate classroom
talk in the service of learning. It is a daily practice of
reflection at the intersection of language and culture.
Recent published work includes an account of my teaching in a school
for Haitian children, an edited volume of teacher research, a volume
on the uses of language in the classroom in relation to science
teaching and learning, and a joint paper on understanding the
sense-making resources that children from diverse linguistic and
cultural communities bring with them to the study of science.
Ballenger, C. (2009). Puzzling Moments, Teachable Moments. NY:
Teachers College Press
Ballenger, C. (1999). Teaching Other People's Children: Literacy and
Language in a Bilingual Classroom. NY: Teachers College Press
Ballenger, C. (Ed.) (2004).
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. and Hudicourt-Barnes,
J. (2001). Rethinking diversity in learning science. (2000). Journal
of Research in Science Teaching, 38, 1-24.
Ballenger, C. (2003). Regarding Children's Words: Papers from the
Brookline Teacher Researcher Seminar. New York: Teachers College