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Jessi Murdter-Atkinson

Title: Assistant Professor

Department: Teacher Education and Administration

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Austin, 2023
    Major: Curriculum and Instruction
  • MEd, University of Texas at Austin, 2006
    Major: Curriculum and Instruction
  • BS, University of Texas at Austin, 2000
    Major: Applied Learning and Development/Elem-English, Reading

Current Scheduled Teaching

EDLL 6950.703Doctoral DissertationFall 2025
EDLL 6040.001Research in Literacy Assessment and EvaluationFall 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDLL 6950.701Doctoral DissertationSummer 10W 2025
EDRE 5653.430Making the Literacy Connection : Language to ReadingSummer 8W1 2025 SPOT
EDEC 5653.430Making the Literacy Connection: Language to ReadingSummer 8W1 2025 SPOT
EDLL 6910.710Special ProblemsSummer 10W 2025
EDLL 6950.704Doctoral DissertationSpring 2025
EDRE 3350.006Early Language and Literacy DevelopmentSpring 2025 Syllabus SPOT
EDRE 4850.501Teaching the Tools and Practices of Reading Across the CurriculumSpring 2025 Syllabus SPOT
EDCI 4060.400Content Area ReadingFall 2024 Syllabus SPOT
EDLL 6950.703Doctoral DissertationFall 2024
EDRE 4850.022Teaching the Tools and Practices of Reading Across the CurriculumFall 2024 Syllabus SPOT
EDCI 4060.400Content Area ReadingSummer 10W 2024 Syllabus SPOT
EDRE 5653.430Making the Literacy Connection : Language to ReadingSummer 8W1 2024 SPOT
EDEC 5653.430Making the Literacy Connection: Language to ReadingSummer 8W1 2024 SPOT
EDRE 3350.014Early Language and Literacy DevelopmentSpring 2024 Syllabus SPOT
EDRE 4850.004Teaching the Tools and Practices of Reading Across the CurriculumFall 2023 SPOT
EDRE 4850.023Teaching the Tools and Practices of Reading Across the CurriculumFall 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Blog post

  • Flores, T.T., Murdter-Atkinson, J.A. (2020). Leyendo y Escribiendo en Comunidad / Reading and Writing in Community. Educator Collaborative. https://community.theeducatorcollaborative.com/leyendo-y-escribiendo-en-comunidad-reading-and-writing-in-community/

    • Book Chapter

  • Murdter-Atkinson, J.A., Ries, E., Maloch, B., Hernandez, L., Alexander, K., Wright, A., Wetzel, M.M. (2024). "I have been so gifted with the talent by which I am surrounded”: Growing a professional learning community for early career teacher mentors. Entry Into a Brave New World: Teaching Induction and Care Through/Past COVID. 130-140. Routledge.

    • Journal Article

  • Maloch, B., Ries, E., Murdter-Atkinson, J., Wright, A., Alexander, K., Mosley Wetzel, M. (2024). “Change happens at the speed of trust”: Context-attentive mentoring for early career teachers. Teaching and Teacher Education. 153 104817. Elsevier BV. https://doi.org/10.1016/j.tate.2024.104817
  • Daly, A., Vlach, S.K., Tily, S.E., Murdter-Atkinson, J.A., Maloch, B. (2024). “I never explicitly brought that up to my mentors”: Early Career Teachers of Color Navigating Whiteness with White Mentors in a University-Based Induction Program.. Urban Education. Sage. https://journals.sagepub.com/home/UEX
  • Wetzel, M.M., Maloch, B., Alexander, K., Murdter-Atkinson, J.A., Ries, E., Wright, A., McLean, J. (2023). “Reading” into statistics: Systems analysis and action in an early career teacher mentor community.. Literacy Research: Theory, Method, and Practice. 72 (1) 278-299. Literacy Research Association / Sage. https://us.sagepub.com/en-us/nam/literacy-research-theory-method-and-practice/journal202537#description
  • Nash, B., Dunham, H., Murdter-Atkinson, J.A., Wetzel, M.M. (2023). A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education. Literacy Research and Instruction. 63 (2) 151-175. Taylor & Francis. https://www.tandfonline.com/journals/ulri20
  • Maloch, B., Wetzel, M.M., Tily, S.E., Daly, A., Murdter-Atkinson, J.A., Krafka, C. (2022). Mentoring in a University-based induction program. The Teacher Educator. 57 (4) 431-451. Taylor & Francis. https://www.tandfonline.com/journals/utte20
  • Dunham, H., Murdter-Atkinson, J.A., Nash, B., Wetzel, M.M. (2022). Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher.. The Reading Teacher. 75 (6) 677-687. Wiley-Blackwell. https://ila.onlinelibrary.wiley.com/journal/19362714
  • Nash, B., Wetzel, M.M., Dunham, H., Murdter-Atkinson, J.A. (2021). Ways of being in community: Centering preservice teachers’ culturally sustaining pedagogies in field-based literacy teacher education. Literacy Research: Theory, Method, and Practice. 70 (1) 408-427. Literacy Resarch Association / Sage. https://us.sagepub.com/en-us/nam/literacy-research-theory-method-and-practice/journal202537#description
  • Wetzel, M.M., Skerrett, A., Maloch, B., Flores, T.T., Infante-Sheridan, M., Murdter-Atkinson, J.A., Godfrey, V., Duffy, A. (2020). Resisting positionings of struggle in “Science of Teaching Reading” discourse: Counterstories of teachers and teacher educators in Texas.. Reading Research Quarterly. 55 (S1) 319-330. Wiley-Blackwell. https://ila.onlinelibrary.wiley.com/journal/19362722

Contracts, Grants and Sponsored Research

    Fellowship

  • Murdter-Atkinson, J.A. (Principal), "University of Texas at Austin Graduate School Dissertation Writing Fellowship for Spring 2023," sponsored by University of Texas at Austin Graduate School, Other, $18637 Funded. (2023 - 2023).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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