People

Jana LoBello Miller is the Elementary Teacher Education Licensure Program Lead in the department of Curriculum and Instruction. Her scholarly interests include elementary teacher education, equity-based pedagogies, and identity constructions within formal and informal educational spaces. She has taught in both elementary and special education contexts where culturally responsive pedagogies informed both her teaching and learning. 

What students can expect from me?

Jana Lo Bello Miller is co-director of Elementary Teacher Education in the Department of Curriculum & Instruction at the University of Minnesota-Twin Cities. Her scholarly interests include elementary teacher education, technology integration, equity-based pedagogies as well as identity constructions within formal and informal educational spaces. She has taught in both elementary and special education classrooms where feminist and culturally responsive pedagogies informed both her teaching and learning. Dr. Lo Bello Miller's leadership and mentorship within the Teacher Scholars of Color program supports her passion to increase the number of teachers of color across Minnesota.

Courses Taught

CI 1001

CI 4121

CI 5702

CI 5283

CI 5285 

CI 5286

Associations/Memberships

• AERA, American Educational Research Association
• NCSS, National Council for the Social Studies 

Publications

Lo Bello Miller, J., Gilpin, S., & Rollag Yoon, S. (2023). Building community online: Moving toward humanization through relationship-focused technology use. Online Learning Journal. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3583 

Rollag Yoon, S., LoBello Miller, J., & Gilpin, S. (2023). Creating space for identities: Feminist pedagogical moves that foster online learner persistence. In Thoni Howard, J., Romero-Hall, E., Daniel, C., Bond, N., & Newman, L. (Eds.). Feminist Pedagogy for Teaching Online, Section 1: Promoting Connections, Reflexivity, and Embodiment.

Vagle, M.D., Martin-Kerr, K., Lo Bello Miller, J., Wald, B., Fairbanks, H. (2022). Critical post-intentional phenomenological inquiry (crit-PIP): Why it matters and what it can do. In Denzin, N. & Lincoln, Y. (Eds.). SAGE Handbook of Qualitative Research (6th edition).

Schick, A., & LoBello, J. (2019). Complexities of Identity and Belonging: Writing from Artifacts in Elementary Teacher Education. In J. Mitchell and E. Vaughn (Eds.), Participatory Literacy Practices for P-12 Classrooms in the Digital Age, Hershey, PA: IGI Global.

Ngo, B., Dyke, E., & LoBello, J. (2018). Connecting as ‘family’ in educative relationships: Insights from a media program serving Hmong immigrant youth. Urban Education, 53 (9), 1126-1153. DOI: 10.1177/0042085917697202

Dyke, E., & LoBello, J. (2014). Disposable young mothers: Desettling developmentalism, unmasking waste and value production in education. In B. Ngo and K. Kumashiro (Eds.), Six lenses for anti-oppressive education: Partial stories, improbable conversations, 2nd edition. New York, NY: Peter Lang Publishers.