Gail Lovette headshot
GL

Gail E. Lovette

Assistant Professor
Director
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner 168
405 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., University of Virginia, 2014
M.A., The George Washington University, 2006
B.S., State University of New York College at Geneseo, 2000
IHE Priority School Partnership with Accomack County Public Schools
Source: Accomack County Public Schools
October 01, 2017 – June 30, 2018
CU-CISE YR2 IHE Priority School Partnership with Alexandria City Public Schools
Source: Alexandria City Public Schools
October 01, 2017 – June 30, 2018
CU-CISE YR2 IHE Partnership between Hampton City Schools and UVA 2017-18
Source: Hampton City Schools
October 01, 2017 – June 30, 2018
CU-CISE IHE Partnership between Newport News Public Schools and UVA
Source: Newport News Public Schools
October 01, 2016 – September 30, 2017
IHE Partnership between Alexandria City Public Schools and UVA
Source: Alexandria City Public Schools
October 01, 2016 – September 30, 2017
CU-CISE IHE Partnership between Hampton City Schools and UVA
Source: Hampton City Schools
October 01, 2016 – September 30, 2017
CU-CISE - Curry Partnership with Yancey School (Year 2)
Source: County of Albemarle
October 01, 2016 – September 30, 2017
CU-CISE Curry Partnership with Yancey School (Year 2)
Source: County of Albemarle
October 01, 2016 – April 01, 2017
EDIS 5230: Reading Diagnosis and Remediation for Reading Instruction
Credits: 3
This course focuses on the diagnosis of reading difficulties and the array of continuous assessments that a teacher may employ to appropriately develop remediation strategies. Emphasis is placed on using assessment to guide instruction and remediation. Remediation strategies and effective reading programs are also introduced. This course is the second course in the reading sequence, and follows Reading Development for Special Populations. A tutoring lab, EDIS 5231, is taken concurrently. Prerequisite: EDIS 5221; corequisite: EDIS 5231.
EDIS 5410: Young Adult Literature
Credits: 3
As an interpretive community, students read the latest and greatest young adult literature, practice reading as writers, learn to motivate reluctant readers by applying strategic reading techniques and critical frameworks, as well as develop individualized multi-genre and multicultural reading programs.
EDIS 5730: Diagnosis and Remediation I: Grades PreK-2
Credits: 3
This course is an introduction to both formative and diagnostic literacy assessments used in the preschool through primary grades (emergent and beginning stage readers). Clinical and classroom diagnostic methods along with related instructional implications are explored.
EDIS 5740: Diagnosis and Remediation II: Grades 3-12
Credits: 3
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. Pre-requisite: EDIS 5730
EDIS 5993: Independent Study
Credits: 1–6
Independent Study
EDIS 7720: Word Study: Language, Structures, and Phonics
Credits: 3
Focuses on the theory and research underlying the acquisition of orthographic knowledge. Explores the increasingly inextricable relationship between orthography and phonology, and the language structures inherent in morphological aspects of English spelling. Building on the history of English spelling, the course touches on cross-linguistic issues related to different orthographies
EDLF 8382: Educational Inquiry for Practitioners
Credits: 3
Problems of practice through systematic inquiry are the focus of this course. We explore the intersection of theory and practice with emphasis on the design of thoughtful, ethical inquiry about educational problems of practice. There is a co-requisite (EDLF 5301: Academic Writing for Practitioners that is focused exclusively on academic writing to address problems of practice).
EDLF 8383: Qualitative Inquiry with Data Management & Analysis
Credits: 3
We focus on problems of practice (POP) through systematic qualitative inquiry, specifically focusing on qualitative processes, questions, and strategies to conduce meaningful inquiry in educational systems. Specifically, the focus is on identifying a qualitative question to address POP and the creation of a qualitative design to address the POP. Co-requisite of EDLF 8384 Lab of practice.