Selected Publications
LARC disseminates research in a variety of formats, including journal articles, books, book chapters, research briefs, and other publications.
Published In: 2009-2010, 2008, 2007, 2006, 2005, 2004 (and before)
In Press
Bouck, E. C., Courtad, C. A., Heutsche, A., Okolo, C. M., & Englert, C. S. (in press).The Virtual History Museum: Helping bring UDL to social studies instruction. Teaching Exceptional Children.
Bowles, R. P. (in press). Using intratask change item response models for the assessment of intraindividual variability. To appear in S. M. Chow, E. Ferrer, & F. Hsieh (Eds.), Statistical methods for modeling human dynamics: An interdisciplinary dialogue .
Certo, J. L., Moxley, K., Reffitt, K., Vernon, L., & Miller, J. (in press). Talking about books: Teachers’ and students’ perceptions of literature circles across elementary grades. Literacy Research and Instruction.
Certo, J. L., Apol, L., Wibbens, E., & Yoon, S. (in press). Poetry writing K-12: Current research and implications for practice and future research. In G. Troia (Ed.), Writing research in classroom practice . New York: Guilford Press.
Certo, J., Apol, L., Yoon, S., & Wibbens, E. (forthcoming). The most neglected of the neglected R: Poetry research we have; Poetry research we need. In G. Troia, Shankland & A. Heinz (Eds.), Writing research in classroom practice . New York: Guilford Press.
Duke, N. K., & Billman, A. K. (in press). Informational text difficulty for beginning readers. To appear in E. H. Hiebert & M. Sailors (Eds.), Finding the right texts for beginning and struggling readers: Research-based solutions (pp. 109-128). New York: Guilford.
Duke, N. K., & Carlisle, J. F. (in press). The Development of Comprehension. In M. L. Kamil, P. D. Pearson, E. B. Moje, and P. Afflerbach (Eds.), Handbook of reading research, Vol. IV. London: Routledge.
Duke, N. K., & Roberts, K. M. (in press). The genre-specific nature of reading comprehension. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The international handbook of English, language and literacy teaching . London: Routledge.
Edwards, P. A. (in press). The role of family literacy programs in the school success or failure of African American families and children. In D. Fisher & K. Dunsmore (Eds). Family literacy programs: What we know and need to know . Newark, DE: International Reading Association.
Edwards, P. A., & Turner, J. D. (in press). Old tensions, new visions: Implications for teacher education programs, K-12 schools, and family literacy programs. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling. Albany, NY: SUNY Press.
Edwards, P. A. (in progress). It’s time for straight talk: Stories from the field and commentary about successes and failures in reaching and teaching children of color. Portsmouth, NH: Heinemann.
Edwards, P. A., McMillon, G. M. T. & Turner, J. D., (in progress). Looking back to move forward in educating African American children. Teachers College Press.
Florio-Ruane, S. (in progress). Anthropology and educational equality: Culture, communication, context and change .
Florio-Ruane, S. (in press). Too many balls in the air? Juggling a multitude of ideas. In Heath and Street’s, Ethnography: Approaches to Language and Literacy Research. To appear in Linguistics and Education .
Garner, G. & Rosaen, C. L. (in press). Strengthening partnerships and boosting conceptual connections in Preservice Field Experience. Teaching Education.
Hall, L., Johnson, A., Juzwik, M., Wortham, S., & Mosley, M. (in press). Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools. Teaching and Teacher Education.
Hartman, D.K., Morsink, P.M., Zheng, J. (in press). From print to pixels: The evolution of cognitive conceptions of reading comprehension. In E.A. Baker (Ed.), Multiple perspectives on new literacies research and instruction . New York: Guilford.
Juzwik, M. M. (in press). The rhetoric of teaching: Understanding the dynamics of Holocaust narratives in an English classroom. Cresskill, NJ: Hampton Press.
Juzwik, M. M. (in press). Challenges and possibilities for professional development in writing instruction: Connecting contemporary writing teachers with insights from diverse research on writing. In G. Troia, R. Shankland, & A. Heintz (Eds.), Writing Research in Classroom Practice: Applications for Teacher Professional Development. New York: Guilford.
Juzwik, M. M. (in press). Negotiating Moral Stance in Classroom Discussion about Literature: Entextualization and Contextualization Processes in a Narrative Spell. In P. Prior & J. Hengst (Eds.), Exploring semiotic remediation as discourse practice. London: Palgrave MacMillan.
Juzwik, M. M. (in press). Exploring cultural complexity in teacher education through interactional and critical study of classroom narratives. In L. Rex & M. M. Juzwik (Eds.), Narrative discourse analysis for teacher educators: Managing cultural difference in the classroom. Cresskill, NJ: Hampton Press.
Li, G., & Edwards, P. A. (in progress). (Co-Editor). Best Practices in ELL Instruction . New York: Guilford Press.
Li, G. (in press). Race, Class, Gender, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America’s Inner City. Reading & Writing Quarterly. Special issue on poverty and reading, by Nathalis Wamba.
Li, G. (accepted). The role of culture in literacy learning and teaching. In Michael L. Kamil, P. David Pearson, Elizabeth B. Moje, and Peter Afflerbach (Eds), Handbook of Reading Research, Vol. IV . Mahwah, NJ: Lawrence Erlbaum.
Li, G. (accepted). Poverty and the education of immigrant children. In Deborah J. Johnson, DeBrenna L. Agbényiga & Robert Hitchcock (Eds.), Undefended Childhood.
Li, G. (in press). Parenting and social class. In M. M. Marsh & T. Turner-Vorbeck (Eds.), Learning to Listen to Families in Schools (tentative). New York: Teachers College Press.
Li, G. (in press). Joining hands across cultures in literacy learning. In Thomas Caron (Ed.), Literacy wars: The Practice of Teachers Caught between Policy and Research ( Part IV Voices from across our borders- lessons to be learning)
Li, G. (in press). Behind the “model minority” mask: A cultural ecological perspective on a high achieving Vietnamese youth’s identity and socio-emotional struggles. In C. Park (Ed.), Asian Pacific Education Anthology. Greenwich, CT: Information Age Publishing.
Li, G. (in press). Facets of home literacy practices: Learning from Asian families. In M. L. Dantas and P. Manyak (Eds.), Learning from and with diverse families: School-home connections in a multicultural society. Mahwah, NJ: Lawrence Erlbaum.
Mariage, T. V., & Englert, C. S. (in press). Constructing Access and Understanding in Inclusive Middle Grade Content Classrooms: A Socio-Cognitive Apprenticeship in Literacy with Bilingual and Students with Mild Disabilities. In G. Li & P.Edwards (Eds.). Best practices in ELL instruction. New York: Guilford Press.
Martin, N. M., & Duke, N. K. (in press). Interventions to enhance informational text comprehension. In R. Allington & A. McGill-Franzen (Eds.), Handbook of reading disabilities research. London: Routledge.
McArdle, J. J., Grimm, K. J., Hamagami, F., Bowles, R. P., & Meredith, W. (in press). Modeling latent growth curves using longitudinal data with non-repeated measurements. Psychological Methods .
Rex, L. & Juzwik, M. M. (Eds.). (in press). Narrative discourse analysis for teacher educators: Managing cultural difference in the classroom. Cresskill, NJ: Hampton Press.
Roberts, K. M., & Duke, N. K. (in press). Comprehension in the elementary grades: The research base. In K. Ganske & D. Fisher (Eds.), A comprehensive look at reading comprehension . New York: Guilford Press.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A. & Terpstra, M. (in press). Interns’ use of video cases to problematize their practice: Crash, burn and (maybe) learn. Journal of Technology and Teacher Education.
Rosean, C., Lundeberg, M., and Terpstra, M (in press). The case for constructing video cases: Promoting complex, specific, learner-centered analysis of discussion. Educational Technology .
Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Fu, J., & Niu, R. (in press). Seeing through a different lens: What do interns learn when they make video cases of their own teaching? The Teacher Educator.
Okolo, C. M., Englert, C. S., Bouck, E. C., Heutsche, A., & Wang, H. (under revision). The Virtual History Museum: Learning American History in diverse eight grade classrooms. Remedial and Special Education .
Okolo, C. M., Englert, C. S., Heutsche, A. M., Courtad, C. A., Bouck, E. C., &
VanEgmond, A. (in press). Preparing educators for the challenges of teaching students to write like historians. In G Troia (Ed.). Writing Research in Classroom Practice: Applications for Teacher Professional Development . Guilford Press.
Salvia, J., & Ysseldyke, J., & Bolt, S. (2010, available in February of 2009). Assessment in special and inclusive education (11th edition). New York: Houghton-Mifflin.
Skibbe, L. E., Moody, A. J., Justice, L. M., & McGinty, A. S. (in press). Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment. Reading & Writing: In Interdisciplinary Journal.
Troia, G. A., Shankland, R. K., & Heintz, A. E. (Eds.). (in press). Writing research in classroom practice: Applications for teacher professional development . New York: Guilford Press.
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (in press). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly: Overcoming Learning Difficulties .
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (in press). Reluctant writers and their teachers: Changing self-efficacy beliefs through lesson study. In G. A. Troia, R. K. Shankland, & A. E. Heintz (Eds.), Writing research in classroom practice: Applications for teacher professional development . New York: Guilford Press.
Stanulis, R.N. & Ames, K. (in press). Learning to mentor: Evidence and observation as tools in learning to teach. The Professional Educator.
Troia, G. A., Wolbers, K. A., Lawrence, A. M., & Harbaugh, A. G. (submitted). Relationships between writing motivation, writing activity, and writing achievement: Effects of grade, gender, and ability. Journal of Educational Psychology .
Turner, J. D., & Edwards, P. A. (in press). Do you hear what I hear? Using parent stories to listen to and learn from African American parents. In M. L. Dantas & P. Manyak (Eds.), Connecting & Learning with/from families: Disrupting deficit views . New York: Guilford Press.
Turner, J. D., & Edwards, P.A. (in press). Envisioning new possibilities: Supporting African American students’ literacy development through home-school partnerships. School Community Journal.
Wood, A. & Stanulis, R.N. (2009). Quality induction: Fourth wave induction programs. New Educator Journal. 5(1), 1-23.
Published 2009-2010
Betts, J., Bolt, S., Decker, D., Marston, D., & Muyskens, P. (2009). Examining the role of time and language type in the development of reading proficiency for English Language Learners. Journal of School Psychology, 47 , 143-166.
Bolt, S. E., & Roach, A. (2009). Inclusive assessment and accountability: A guide to accommodations for students with diverse needs . New York: Guilford.
Dail, A. R., McGee, L. M., & Edwards, P.A. (2009). The role of community book club in changing literacy practices. Literacy Teaching and Learning 13 (1& 2), 25-56.
Damico, J. & Rosaen, C. L. (2009). Creating epistemological pathways to a critical citizenry: Examination of a fifth-grade discussion of freedom. Teachers College Record, 111 (5), 1163-1194.
Edwards, P. A. (2009). Tapping the potential of parents: A strategic guide to boosting student achievement through family involvement. New York: Scholastic
Edwards, P. A., Paratore, J., & Roser, N. (2009). Family literacy: Recognizing cultural significance. In L. M. Morrow, R. Rueda, & D Lapp (Eds.), Handbook on research on literacy instruction: Issues of diversity, policy, and equity (pp. 77-96). New York: Guilford Press.
Englert, C. S. (2009). Connecting the dots in a research program to develop, implement, and evaluate strategic literacy interventions for struggling readers and writers. Learning Disabilities Research & Practice, 24(2 ), 102-118.
Englert, C. S., Mariage, T. V., Okolo, C. M., Shankland, R. K. et al. (2009). The learning-to- learn strategies of adolescent students with disabilities: Highlighting,notetaking, planning, and writing expository texts. Assessment for Effective Intervention . 34(3 ), 147- 161.
Englert, C. S., Mariage, T. V., & Okolo, C. M. (2009). Informational writing across the curriculum. In G. Troia (Ed.), Writing instruction and assessment for struggling writers: From theory to evidence-based practices (pp. 132-164). NY: Guilford Press.
Florio-Ruane, S. (2009). Brewing a crisis: Language, educational reform, and the defense of a nation. In MacGillivray, L. (Ed.). Literacy in times of crisis: Practices and perspectives . New York: Falmer.
Gerde, H. K., & Powell, D. R. (2009). Teacher education, book reading practices, and children’s language growth across one year of Head Start. Early Education and Development, 20, 211-237 .
Grabill, J. & Maylath, B. (2009). The Council for Programs in Technical and Scientific Communication at 35 years: A sequel and perspective.” Programmatic Perspectives : Journal of the Council for Programs in Technical and Scientific Communication, 1 (1), 29-44.
Justice, L. M., Bowles, R. P., Pence Turnbull, K. L., & Skibbe, L. E. (2009). School
readiness among children with varying histories of language difficulties. Developmental Psychology, 45 , 460-476.
Leu, D.J., McVerry, G., O’Byrne, I. & Zawilinski, L., Castek, J., & Hartman, D. K. (2009). The new literacies of online reading comprehension and the Irony of No Child Left Behind: Students who require our assistance the most actually receive it the least. In L.M. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of research on literacy and diversity (pp. 173-194). New York: Guilford.
Liu, X. & Li, G. (2009). Equity and equality in Asian American science education: Unpacking the model minority myth. In Wolff-Michael Roth & Ken Tobin (Eds.), World of Science Education: North America (pp. 369-388) . Rotterdam, The Netherlands: SensePublishers.
Li, G. (Ed. 2009). Multicultural families, home literacies, and mainstream schooling . Greenwich, CT: Information Age Publishing.
Li, G. (2009). Toward a situated perspective on multicultural families and their home literacy practices. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling (pp. xv-xxvii). Albany: SUNY Press.
Li, G. (2009). Family literacy: Learning from an Asian immigrant family. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling (pp. 93-110). Albany: SUNY Press.
Li, G. (2009). The “majority in the minority”: Literacy practices of low-SES white families in an inner city neighbourhood. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling (pp. 175-194). Albany: SUNY Press.
Pence, K. L., Beckman, A. R., Justice, L. M., & Bowles, R. P. (2009). Preschoolers’
exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education and Development, 20 , 53-79.
Rosaen, C., Lundeberg, M., Cooper, M., & Fritzen, A. (2009 ). Using video cases to problematize interns’ practice: Crash, burn and (maybe) learn. Journal of Technology and Teacher Education .
Rosaen, C. L., Lundeberg, M. L., Terpstra, M., Cooper, M., Fu, J., & Niu, R. (2010). Seeing through a different lens: What do interns learn when they make video cases of their own teaching ? The Teacher Educator (45) 1, 1-22.
Spiro, R. J., & DeSchryver (2009). Constructivism: When it’s the wrong idea and when it’s the only idea. In S. Tobias & T. Duffy (eds.), Constructivist theory applied to instruction: Success or failure . Mahwaw, N.J.: Lawrence Erlbaum.
Stanulis, R.N., & Floden, R. (2009). Intensive mentoring as a way to help beginning teachers develop balanced. Journal of Teacher Education . 60 (2), 112-122.
Published In 2008
Bouck, E. C., Okolo, C. M., Englert, C. S., & Heutsche, A. (2008). Cognitive apprenticeship into the discipline: Helping students with disabilities think and act like historians. Learning Disabilities: A Contemporary Journal , 6 (2), 21-40.
Brock, C., Case, R., Pennington, J., Li, G., & Salas, R. (2008). Using a multimodal theoretical lens to explore studies pertaining to English learners in the visual and communicative arts. In J. Flood, S. Brice-Heath, and D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. Mahwah, NJ: Lawrence Erlbaum.
Caughlan, S. C., Juzwik, M. M., & Adler, M. (2008). From research to practice: Recontextualizing the CLASS program across boundaries . English Education, 41 (1), 66-86.
Certo, J., Cauley, K., Moxley, K. & Chafin, C. (2008). An argument for authenticity: Adolescents’ perspectives of standards-based reform. The High School Journal, 91 (4), pp. 26-39.
Conley, M. (2008). Content literacy instruction: Learners in context . New York: Allyn and Bacon.
DeSchryver, M., & Spiro, R. J. (2008). New forms of deep learning on the Web: Meeting the challenge of cognitive load in conditions of unfettered exploration in online multimedia environments. In R. Zheng, (ed.), Cognitive effects of multimedia learning. Hershey, PA: IGI Global.
Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23, 467-478 .
Duke, N. K., & Martin, N. M. (2008). Comprehension instruction in action: The elementary classroom. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research- based best practices (pp. 241-257). New York: Guilford
Edwards, P. A. (2008). The education of African American students: Voicing, the debates, controversies, and solutions . NRC Presidential Address. In D. W. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y. Kim, K. Leander, V. Risko. (Eds.), 57th Yearbook of the National Reading Conference (pp. 1-30). Oak Creek, WI: National Reading Conference.
Edwards, P.A., & McMillon, G.M.T. (2008). Making vital home-school connections: Utilizing parent stories as a “lifeline” for developing successful early literacy experiences. In A. DeBruin-Parecki, (Ed.), Here’s how, here’s why: Developing early literacy skills (pp. 87- 99). Baltimore, MD: Paul H. Brookes Publishing Company, a division of High/Scope Educational Research Foundation.
Edwards, P.A.& McMillon, G.M.T. (2008). Examining shared domains of literacy in the home, church and school of African American children. In James Flood, Shirley Brice Heath, and Diane Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II, (pp. 319-328). New York: Lawrence Erlbaum Associates.
Edwards, P. A., & Turner, J. D. (2008). Family literacy and reading comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 622- 644) Mahwah, NJ: Lawrence Erlbaum Associates.
Edwards, P. A., Turner, J. D., & Mokhtari, K (2008). Balancing the assessment of learning and for learning in support of student literacy achievement. The Reading Teacher, 61(8), 682- 684.
Florio-Ruane, S. & Williams, L.G. (Spring, 2008) Uncovering Paths to Teaching: Teacher Identity and the Cultural Arts of Memory in Special issue of the Teacher Education Quarterly: Teacher identity as useful frame for the study and practice of teacher education.
Grabill, J, Blythe, S., & Riley, K. (2008). Action research and wicked environmental problems. Journal of Business and Technical Communication, 22 , 272-298.
Hart-Davidson, B, Grabill, J., Bernhardts, G., McLeod, M., & Rife, M. (2008). Coming to content management: Inventing infrastructure for organizational knowledge work. Technical Communication Quarterly, 17 , 10-34.
Hartman, D. K. (2008). One Hundred Years of Reading Research—1908-2008. 57th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Juzwik, M. M., Nystrand, M., Kelly, S., & Sherry, M. B. (2008). Oral narrative genres as dialogic resources for classroom literature study: A contextualized case study of conversational narrative discussion. American Educational Research Journal, 45 (4), 1111-1154.
Leu, D. J., Coiro, J., Castek, J., Hartman, D. K., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research-based best practices (pp. 321-345). New York: Guilford Press.
Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.
Li, G., & Wang, W. (2008). English language learners. In T. Good (Ed.), 21st Century Education: An Encyclopaedia (pp. 97-104). Thousand Oaks, CA: Sage.
Lu, X. & Li, G. (2008). Motivation and achievement in Chinese language learning: A comparative analysis of heritage and non-heritage college students in mixed classrooms in the United States. In Agnes Weiyun He & Xiao Yun (Eds.), Chinese as a heritage language. Hawaii: NFLRC.
Mariage, T. V., & Paxton-Buursma, D. (2008). Re-imagining the spirit of AYP: Reculturing schools as learning organizations. Center of Educational Networking , Michigan Department of Education.
Massey, S., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators’ use of cognitive challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19 , 340-360.
McConnell, T. J., Zhang, M., Koehler, M. J., Lundeberg, M. A., Urban-Lurain, M, Parker, J. M, & Eberhardt, J. (2008). A lesson in teaching, starring you. Journal of Staff Development, 29 (4), 39-42.
McConnell, T. J., Eberhardt, J., Parker, J., Stanaway, J., Lundeberg, M., Koehler, M. J., Urban- Lurain, M. & PBL Staff (2008). The PBL Project for Teachers: Using problem-based learning to guide K-12 science teachers’ professional development. MSTA Journal, 53 (1), 16-21.
McConnell, T. J., Stanaway, J. C., Eberhardt, J., Parker, J. M., Lundeberg, M. A., & Koehler, M. J. (2008). Building a better PBL problem: Lessons learned from the PBL Project for Teachers. MSTA Journal, 53 (1), 52-57.
McMillon, G.M.T. & Edwards, P.A. (2008). Examining shared domains of literacy in the home, church and school of African American children. In J.Flood, S.Brice Heath, and D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts , Vol, 2, (pp. 319-328). New York: Lawrence Erlbaum Associates.
Mohan, L., Lundeberg, M.A. & Reffitt, K. (2008). Studying teachers and schools: Michael Pressley’s legacy and directions for future research. Educational Psychologist , 43 (2), 107-118.
Mokhtari, K., Kymes, A., & Edwards, P. A. (2008). Assessing the new literacies of online reading comprehension: An informative interview with W. Ian O’Byrne, Lisa Zawilinski, Greg McVerrry, and Donald J. Leu at the University of Connecticut. The Reading Teacher . 62(8), 354-357.
Moses, A. M., & Duke, N. K. (2008). Portrayals of print literacy in children’s television programming. Journal of Literacy Research , 40 , 251-289
Powell, D. R., Diamond, K. E., Bojczyk, K. E., & Gerde, H. K. (2008). Head Start teachers’ perspectives on early literacy. Journal of Literacy Research, 40 , 422-460.
Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J., Hilden, K., Park, Y., Zhang, S., Mohan, L., Reffitt, K., Bogaert, L. R., Reynolds, J., Golos, D., Solic, K., & Collins, S. (2008). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. B. Gutkin & C. R. Reynolds (Eds.), The Handbook of school psychology, Fourth Edition (pp. 522-546). Hoboken, NJ: Wiley.
Pressley, M. & Lundeberg, M. A. (2008). An invitation to study professionals reading professional-level texts: A window on exceptionally complex, flexible reading. In K.B. Cartwright (Ed.). Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning. (pp. 165-187). NY: Guilford.
Olinghouse, N. G., Zheng, J., & Reed, D. M. (2008). Preparing students for large-scale writing assessments. In G. Troia (Ed.), Writing research we have, Writing research we need. New York: Guilford.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A. & Terpstra, M. (2008). Noticing noticing: How does investigation of video records of practice change how teachers reflect on their experience? Journal of Teacher Education, 59 (4), 347-360.
Rosaen, C. & Florio-Ruane, S. (2008). The metaphors by which we teach: Experience, metaphor and culture in teacher education. In M. Cochran-Smith, S. Feiman- Nemser & J. McIntyer (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts, Third Edition (pp. 706-731) . New York, NY: Association of Teacher Educators.
Scruggs, T. E., Mastropieri, M. A., & Okolo, C. M. (2008). Science and social studies for students with disabilities. Focus on Exceptional Children. 41 (2), 1-24.
Shedd, M. K., & Duke, N. K. (2008). The power of planning: Developing effective read-alouds. Young Children , 63 (6), 22-27.
Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language difficulties from preschool through grade five. Language, Speech, and Hearing Services in Schools, 39 , 475-486.
Vallotton, C.D. (2008). Infants take self-regulation into their own hands. Journal of Zero to Three, September 2008. Retrieved July 22, 2009, from http://www.zerotothree.org/site/MessageViewer?em_id=3841.0.
Vallotton, C.D. (2008) Signs of emotion: What can preverbal children “say” about internal states?, Infant Mental Health Journal , 29, 234-258.
Vallotton, C.D., Fischer, K.W. (2008), Cognitive Development, Encyclopedia of Infant and Early Childhood Development . Oxford, Elsevier.Washington, R. D., Bauer, Eurydice, Edwards, P.A., & Thompson, G. W. (2008). In D. W. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y.Kim, K. Leander, V. Risko. (Eds.), 57th Yearbook of the National reading Conference (pp. 341-356). Oak Creek, WI: National Reading Conference.
Weizman, A., Covitt, B. A., Koehler, M. J., Lundeberg, M. A., Oslund, J. A., Low, M. A, Eberhardt, J., Urban-Lurain, M. (2008). Measuring teachers’ learning from a problem-based learning approach to professional development in science education. Interdisciplinary Journal of Problem-based Learning, 2 (2), 29-60.
Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40, 128-162.
Published In 2007
Adams, G., Smith, T., Nolten, P., & Bolt, S. (2007). School psychologists’ knowledge and practices associated with serving students with Obsessive-Compulsive Disorder. The Califorinia School Psychologist, 12, 93-104.
Apol, L. (2007). Two poems: “At the Bar of Hotel des Mille Collines”; “From Kigali to Detroit”. Washington Review.
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic.
Bolt, S. E., Thurlow, M. L. (2007) Item-level Effects of the Read-aloud Accommodation for Students With Reading Disabilities, Assessment for Effective Intervention, 33, 15-28.
Bouck, E. C., Okolo, C. M., & Courtad, C. A. (2007). Technology at home: Implications for children with disabilities. Journal of Special Education Technology. 22(3), 43-56.
Conley, M. (2007). Reconsidering adolescent literacy: From competing agendas to shared commitment. In M. Pressley, A. Billman, K. Perry, K. Reffett, and J. Reynolds. Shaping literacy achievement: Research we have, research we need. (pp. 77-97).New York: Guilford.
Conley, M. & Gritter, K. (2007). A pathway for connecting standards with assessment Backwards mapping of assessment tasks. In J. Paratore and R. McCormack (Eds.), Classroom literacy assessment: Making sense of what students do. (pp. 21-32).
Duke, N. K. (2007). Let’s look in a book: Using nonfiction texts for reference with young children. Young Children, 62, 12-16.
Edwards, P. A. (2007). Home literacy environments: What we know and need to know. In M. Pressley, A. Bilman, K. Perry, Kelly Refitt, & J. Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need (pp. 42-76). New York: Guilford Press.
Edwards, P. A. The education of African American students: Voicing, the debates,controversies, and solutions. New York: Teachers College Press. (After the TeachersCollege Acquisition Editor heard my 2007 NRC Presidential Address, she invited me to submit a book proposal).
Englert, C. S., Mariage, T. V., Okolo, C., Courtad, C., Shankland, R. K., Moxley, K. D., Billman, A., & Jones, N. (2007). Accelerating Expository Literacy in the Middle Grades: The ACCEL Project. In B. Taylor & J. Ysseldyke (Eds), “Educational Interventions for Struggling Readers,” pp. 138-169. NY: Teachers College Press.
Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N., Wolbers, K. (2007). Scaffolding the Writing of Students with Disabilities through Procedural Facilitation: Using an Internet-Based Technology to Improve Performance. Learning Disability Quarterly, 30, 9-30.
Gersten, R., & Okolo, C. M. (2007). Teaching history…in all its splendid messiness…to students with LD: Contemporary research. Introduction to the special issue. Journal of Learning Disabilities, 40, 98-99.
Juzwik, M. M. & Sherry, M. B. (2007). Expressive language and the art of English teaching: Theorizing the relationship between literature and oral narrative. English Education, 39(3), 226-259.
Li, G., & Christ. T. (2007). Social capital and home literacy engagement: Case studies oflow-SES single mothers’ access to literacy resources. English in Education, 41(1), 21-35.(Special Issue: Community Engagements with Literacy by Dr. Andrey Rosowsky,Department of Educational Studies, Sheffield University, UK).
Li, G. (2007). Home environment and second language acquisition: The importance offamily capital. British Journal of Sociology of Education, 28(3), 285-299.
Li, G. (2007). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders’ experiences. Journal of Language Teaching and Learning, 11(1), 1-40.
Li, G. (2007). Parenting practices and schooling: The way class works for new immigrant groups. In Lois Weis (Ed.), The way class works: Readings of school, family and the economy (pp. 149-166). Routledge, NY.
Li, G. (2007). Literacy instruction in cross-cultural contexts. In J. Ji and N. Jian (Eds.), Applied linguistics. Beijing, China: Peoples University Press of China.
Li, G. (2007). Home environment and literacy engagement: Case study of a Vietnamese refugee family in America. In C. Park (Ed.), Asian Pacific education: Acculturation, literacy development and learning (pp. 77-104). Greenwich, CT: Information Age Publishing.
Li, G. (2007). The role of parents in heritage language maintenance and development: Case studies of Chinese immigrant children’s home practices. In K. Kondo-Brown (Ed.), Multiple factors and contexts promoting heritage language: Focus on East Asian immigrants. Amsterdam, the Netherlands: John Benjamin Publishing Company.
Lin, S. C., Monroe, B. W., & Troia, G. A. (2007). Development of writing knowledge ingrades 2-8: A comparison of typically developing writers and their struggling peers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23, 207-230.
Lundeberg, M.A. (2007) Rationale and framework for a field-based teacher education program, keynote talk published in the International Academic Conference Proceedings on Preparing Quality Science Teachers for Elementary and Secondary Schools, sponsored by the National Science Council in Taiwan.
Mokhtari, K., Rosemary, C. A., Edwards, P. A. (2007). Making instructional decisions based on data: What, how, and why. The Reading Teacher, 61(4), 354-359.
Okolo, C.M., Englert, C. S., Bouck, E., & Heutsche, A. (2007). Web-based history learning environments: Helping all students learn and like history. Intervention in School & Clinic, 43, 3-11.
Okolo, C. M. (2007). Digital books in the content-area classroom. Journal of Special Education Technology, 21(4).
Okolo, C. M. (2007). Using video to teach content-area information: How can the web help teachers? Journal of Special Education Technology, 21(3), 48-51.
Palincsar, A. P., Spiro, R. J., Kucan, L., Magnusson, S. J., Collins, B. P., Hapgood, S., Ramchandran, A., & DeFrance, N. (2007). Designing a hypertext environment to support comprehension instruction. In D. McNamara (Ed.), Reading comprehension strategies: Theory, interventions, and technologies. (pp. 441-462). Mahwah, N.J.: Lawrence Erlbaum.
Rosaen, C. L. & Hobson, S. (2007). Infusing technology in teacher education: How does learning guide design? In Mishra, P., Zhao, Y., & Koehler, M. (Eds.), Faculty development by design: Integrating technology in higher education (pp. 23-47). Charlotte, NC: Information Age Publishers.
Rosaen, C. & Florio-Ruane, S. (2007). The metaphors by which we teach. In Cochran-Smith, M. & McIntyre, J. (Eds.). Handbook of Research on Teacher Education (3 rd edition).
Salvia, J., & Ysseldyke, J., with Bolt, S. (2007). Assessment in Special and Inclusive Education (10th edition). New York: Houghton-Mifflin.
Stanulis, R.N., Burrill, G., & Ames, K. (2007). Fitting in and learning to teach: Tensions in developing a vision for a university-based induction program. Teacher Education Quarterly. 34(3), 135-147.
Troia, G. A. (2007). Research in writing instruction: What we know and what we need toknow. In M. Pressley, A. K. Billman, K. H. Perry, K. E. Refitt, & J. M. Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need (pp. 129-156). New York: Guilford Press.
Published In 2006
Bergland, M., Klyczek, K. Lundeberg, M. (2006). Collaborative case-based learning of genetic and infectious diseases via molecular biology computer simulations and Internet conferencing. International Journal of Learning, 13.http://www.Learning-Journal.com.
Bergland, M., Lundeberg, M.A., Klyczek, K. , Sweet,J.,. Emmons,J., Martin, C., Marsh, K., Werner,J., Jarvis-Uetz, M. (2006) Exploring biotechnology using case-based multimedia. American Biology Teacher, 68 (2), 81-86.
Duke, N. K., & Pressley, M. (2006, May/June). Call the struggling reader helpline! Instructor, 115(8), 20, 22.
Duke, N. K., Schmar-Dobler, E., & Zhang, S. (2006). Comprehension and technology. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology, Volume II (pp. 317-326). Mahwah, NJ: Erlbaum.
Duke, N. K., Moses, A. M., Billman, A. K., Zhang, S., & Bennett-Armistead, V. S. (2006). Promoting emergent literacy in licensed care [video recording and booklet]. East Lansing, MI: Michigan State University.
Edwards, P. A. (2006). Family literacy and technology: Challenges and Promising Constructive Designs. In M. McKenna, L. Labbo, R. Kieffer, & D. Reinking (Eds.), Handbook of Literacy and Technology, Volume II (pp. 303-315). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Edwards, P. A. (2006). Listening to our base: A message for teachers. New England Reading Association Journal, 41(2), 7-10.
Englert, C. S., Mariage, T., & Dunsmore, K. (2006). Tenets of Sociocultural Theory in Writing Instruction Research.In J. Fitzgerald, MacArthur, C., & Graham, S. Handbook of Writing Research, (pp. 208-221). NY: Guilford Press.
Englert, C. S., Mariage, T. V., & Dunsmore, K. (2006). Sociocultural perspectives of writing instruction. In MacArthur, Graham, & Fitzgerald (Eds.) “Handbook of Writing Research,” pp. 208-221. Guilford Press.
Juzwik, M. M. (2006). Situating narrative-minded research: A response to Anna Sfard’s and Anna Prusak’s ‘Telling identities.’ Educational Researcher, 25(9), 13-21.
Juzwik, M. M., Curcic, S., Wolbers, K., Moxley, K., Dimling, L., & Shankland, R. (2006). Writing into the twenty- first century: An overview of research on writing, 1999-2004. Written Communication, 23(4), 451-476.
Juzwik, M. M. (2006). Performing curriculum: Building ethos through narrative in pedagogical discourse. Teachers College Record, 108(4), 489-528.
Klingner, J., & Edwards, P. A., (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 3 (2), 140-157.
Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany , NY: SUNY Press. (Winner of Ed Fry Book Award, National Reading Conference, 2006).
Li, G., & Beckett, G. (Eds.) (2006). “Strangers ” of the academy: Asian women scholars in higher education . Sterling, VA: Stylus Publishing.
Li, G. (2006). What do parents think? Middle-class Chinese immigrant parents’perspectives on literacy learning, homework, and school-home communication. The School Community Journal, 16 (2), 25-44.
Li, G. (2006). Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children. Journal of Early Childhood Literacy, 6 (3), 359–385. (Special issue of Biliteracy in Schools and Societies by L. Moll & J. Dorwin).
Li, G. (2006). Crossing cultural borders in the US: Case study of one Sudanese refugee family’s experiences with urban schooling. In L. Adam & A. Kirova (Eds.), The effects of global migration on children, families and schools . Mahwah, NJ: Lawrence Erlbaum.
Li, G. (2006). A scholar’s response to “Principle 2: Adolescents participate in respectful environments characterized by high expectations, trust, and care.” In B. Sturtevant, F. Boyd, W. Brozo, K. Hinchman, D. A. Moore, & D. E. Alvermann (Eds.), Principled practices for adolescent literacy: A framework for instruction and policy (pp. 38-41). Mahwah , NJ: Lawrence Erlbaum.
Li, G., & Beckett, G. (2006). Asian female scholars’ new stories of self: Re-constructing culture and identity in the academy. In G. Li & G. Beckett (Eds.), “ Strangers” of the academy: Asian female scholars in higher education (pp. 1-11). Sterling, VA: Stylus Publishing.
Li, G. (2006). Navigating multiple roles and multiple discourses: A young Asian female scholar’s reflection on within-race-and-gender interactions. In G. Li & G. Beckett (Eds.). “ Strangers” of the academy: Asian female scholars in higher education (pp. 118-133). Sterling, VA: Stylus Publishing.
Lundeberg, M. A. & Yadav, A. (2006) Assessment of case study teaching: Where do we go from here? Part 1 Journal of College Science Teaching, 35 (5), 10-13.
Lundeberg, M. A. & Yadav, A. (2006) Assessment of case study teaching: What are some problems with previous studies? Part 2 Journal of College Science Teaching, 35 (6), 8-13
Lundeberg, M. A. & Yadav, A. (2006) Assessment of case study teaching: Where do we go from here? What are some problems with previous studies? In Herreid, C.F. (Ed) Start with a Story: The Case Study Method of Teaching. National Science Teachers Association.
Monroe, B. W., & Troia, G. A. (2006). Teaching writing strategies to middle school students with disabilities. Journal of Educational Research, 100, 21-33.
Okolo, C. M., Englert, C. S., Bouck, E. C., & Heutsche, A. M (2006). Content-area applications of technology for students with disabilities. The Virtual history Museum: A web-based environment for improving history instruction. Journal of Special Education Technology, 21(1), 48-50.
Roth, F. P., & Troia, G. A. (2006). Collaborative efforts to promote emergent literacy and efficient word recognition skills. Topics in Language Disorders, 26, 24-41.
Roth, F. P., Troia, G. A., Worthington, C. K., & Handy, D. (2006). Promoting awareness of sounds in speech (PASS): The effects of intervention and stimulus characteristics on the blending performance of preschool children with communication impairments. Learning Disability Quarterly, 29, 67-88.
Troia, G. A. (2006). Meaningful assessment of content-area literacy for youth with and without disabilities. Assessment for Effective Intervention, 31(2), 69-80.
Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 324-336). New York: Guilford Press.
Okolo, C. M., Englert, C. S., Bouck, E. C., & Heutsche, A. M. (2006). The Virtual History Museum: A web-based environment for improving history instruction. Journal of Special Education Technology, 21(1), 48-50.
Spiro, R. J. (2006). What does it mean to be ‘Post-Gutenbergian’? And why doesn’t Wikipedia qualify? Educational Technology, 46 (6), 3-5.
Spiro, R. J., Collins, B. P., & Ramchandran, A. R. (2006). Modes of openness and flexibility in “Cognitive Flexibility Hypertext” learning environments. In B. Khan (Ed.), Flexible learning in an information society. (pp. 18-25). Hershey, PA: Information Science Publishing.
Published In 2005
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to five. New York: Scholastic.
Berry, R., & Englert, C. (2005). Designing conversation: Book discussions in a primary inclusion classroom. Learning Disability Quarterly.
Bird, T., & Rosaen, C. L. (2005). Providing authentic contexts for learning information technology in teacher preparation. Journal of Technology and Teacher Education,13, 211-231.
Certo, J. (2005). Support and challenge in mentoring: A case study of the beginning elementary teachers and their mentors. Journal of Early Childhood Teacher Education, 26(4), 395-421.
Certo, J. (2005). Support, challenge, and the two-way street: Perceptions of a beginning second grade teacher and her quality mentor. Journal of Early Childhood Teacher Education, 26(1), 3-21.
Compton, D. L., Olinghouse, N. G., Elleman, A., Vining, J., Appleton, A. C., Vail, J. & Summers, M. (2005). Putting transfer back on trial: Modeling individual differences in the transfer of decoding skill gains to other aspects of reading acquisition. Journal of Educational Psychology, 97, 55-69.
Duke, N. K. (2005). Foreword. To D. E. Paynter, E. Bodrova , & J. K. Doty, For the love of words: Vocabulary instruction that works. San Francisco : Jossey-Bass.
Duke, N. K. (2005). Comprehension of what for what: Comprehension as a non-unitary construct. In S. Paris & S. Stahl (Eds.), Current issues in reading comprehension and assessment (pp. 93-104). Mahwah , NJ : Erlbaum.
Duke, N. K., Moses, A., Billman, A., Zhang, S., & Bennett-Armistead, V.S. (Producers). (in production). Promoting emergent literacy in licensed care (PELLC) [Motion picture]. (Available from LARC, contact Shenglan Zhang at zhangsh5@msu.edu for further information).
Duke, N. K., & Reynolds, J. M. (2005). Learning from research: Critical understandings to guide our practice. In L. Hoyt (Ed.), Building a Literacy of Thoughtfulness: Focus on Comprehension (pp. 9-21). Portsmouth , NH : Heinemann.
Duke, N. K., & Pressley, M. (2005). How can I help my struggling readers? Instructor, 115(4), 23-25.
Edwards, P., & McMillon, G. (2005). Examining shared domains of literacy in the home, church and school of African American children. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. Mahwah, NJ: Lawrence Erlbaum Associates.
Englert, C., & Dunsmore, K. (2005). Tenets of sociocultural theory in writing instruction research. In J. Fitzgerald, C. MacArthur, & S. Graham (Eds.), Handbook of writing research. New York: Guilford.
Englert, C., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research & Practice, 20, 184-198.
Englert, C., Zhao, Y., Collings, N., & Romig, N. (2005). Learning to read words: The effects of Internet-based software in the improvement of reading performance. Remedial and Special Education, 26, 357-371.
Ferretti, R., MacArthur, C., & Okolo, C. (2005). Misconceptions about history: Reflections on teaching for historical understanding in an inclusive fifth-grade classroom. In T. Scruggs, & M. Mastropieri (Eds.), Cognition and learning in diverse settings. Oxford, UK: Elsevier Sciences/JAI.
Juzwik, M. M. (2005). Review of G. Kamberelis & G. Dimitriadis, On Qualitative Inquiry (Teachers College Press, 2005). Teachers College Record, 107(11), 2502-2507.
Okolo, C. (2005). Technology and social studies instruction for students with mild disabilities. In D. Edyburn, K. Higgins, & R. Boone (Eds)., Handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design.
Pressley, M. (2005). Balanced elementary literacy instruction in the United States: A personal perspective. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International Handbook of Educational Policy. Dordrecht: Kluwer.
Pressley, M. (2005). Metacognition in literacy learning: Then, now, and in the future. In S. C. Israel, C. C. Block, K. Kinnucan-Welsch, & K. L. Bauserman (Eds.) Metacognition in literacy learning: Theory, assessment, instruction, and professional development. Mahwah NJ: Erlbaum & Associates.
Pressley, M. (2005). What role should government play in a science of education? In J. Carlson & J. R. Levin (Eds.), Psychological Perspectives on Contemporary Educational Issues: Scientifically Based Education Research and Federal Funding Agencies: The Case of the No Child Left Behind Legislation. Greenwich CT: Information Age Publishers.
Pressley, M., Disney, L., & Anderson, K. (2005). Landmark vocabulary instructional research and the vocabulary instructional research that makes now. Research Synthesis. East Lansing MI: Michigan State University, Literacy Achievement Research Center.
Pressley, M., & Hilden, K. (2005). Commentary on three important directions in comprehension assessment research. In S.G. Paris & S.A. Stahl (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Lawrence Erlbaum Associates.
Pressley, M., & Hilden, K. (2005). Teaching reading comprehension. In A. McKeough, L. Phillips, V. Timmons, & J. Lupart (Eds), Understanding literacy development: A global view. Mahwah, NJ: Erlbaum.
Pressley, M., & Roehrig, A. (2005). Recovery as professional development of classroom teachers. Journal of Reading Recovery, 4, 12-15.
Published In 2004 (and before)
Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in effective and less effective primary-grades classrooms. Elementary School Journal, 104, 269-278.
Bolt, S., & Thurlow, M. (2004). Five of the most commonly allowed accommodations in state policy: Synthesis of research. Remedial and Special Education, 25, 141-152.
Certo, J. (2004). Cold plums and the old men in the water: Let children read and write great poetry. The Reading Teacher,58(3), 266-271.
Collatos, A., Morrell, E., Lara, R., and Nuno, A. (2004). Critical sociology in K-16 early intervention: Remaking Latino pathways to higher education. Journal of Hispanic Higher Education, 3(2), 164-180.
Duke, N. K. (2004). The case for informational text. Educational Leadership, 61(6), 40-44.
Duke, N. K., & Bennett-Armistead, V. S. (May/June, 2004). Nonfiction reading in the primary grades: How and why it’s good for young learners. Scholastic News Teachers’ Edition, 3-4.
Duke, N. K., & Mallette, M. H. (Eds.) (2004). Literacy research methodologies, New York: Guilford Press.
Duke, N. K., & Moses, A. M. (2004). On what crosses our desks and what does not [Review of the book Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication.]. Reading Research Quarterly, 39, 360-366.
Duke, N. K., Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehension. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy development and disorder (pp. 501-520). New York: Guilford.
Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. In J. Hoffman & D. Schallert (Eds.), The texts in elementary classrooms (pp. 125-144). Mahwah, NJ: Erlbaum.
Edwards, P. A. (2004). Children literacy development: Making it happen through school, family, and community involvement. Boston: Allyn & Bacon.
Englert, C., & Dunsmore, K. (2004). The role of dialogue in constructing effective literacy settings for students with language and learning disabilities. In E. Silliman, & L. Wilkinson (Eds.), Language and literacy learning in schools. New York: Guilford.
Englert, C., Manalo, M., & Zhao, Y. (2004). “I can do it better on the computer.” The effects of technology-enabled scaffolding on emergent writers’ personal narrative composition. Journal of Special Education Technology, 19(1), 1-15.
Englert, C., & Rozendal, M. (2004). A model of professional development in special education. Teacher Education and Special Education.
Florio-Ruane, S. and Morrell, E. (2004). Discourse analysis: Conversation. In N. Duke & M. Mallete (Eds.), Literacy research methodologies (pp. 46-61). New York: Guilford Press.
Florio-Ruane, S., & Smith, E. (2004). “Second thoughts”: An essay review of the revised edition of Deborah Britzman’s Practice makes practice: A critical study of learning to teach. The Journal of Curriculum Studies, 2(4).
Florio-Ruane, S., & Raphael, T. (2004). Reconsidering our research: Collaboration, complexity, design, and the problem of scaling up what works. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman & D. Schallert (Eds.), 53rd Yearbook of the National Reaching Conference. Oak Creek, WI: NRC.
Florio-Ruane, S., Raphael, T., Highfield, K. & Berne, J. (2004). Reengaging youngsters with reading difficulties by means of innovative professional development. In D. Strickland & M. Kamil (Eds.), Improving reading achievement through professional development (pp. 129-148). Norwood, MA: Christopher-Gordon Publishers.
George, M., Raphael, T., & Florio-Ruane, S. (2004). Connecting children, culture, curriculum, and text. In G. Garcia. (Ed.), English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.
Juzwik, M. M. (2004). What rhetoric can contribute to an ethnopoetics of narrative performance in teaching: The significance of parallelism in one teacher’s narrative. Linguistics and Education, 15(4), 359-386.
Juzwik, M. M. (2004). The dialogization of genres in teaching narrative: Toward a theory of hybridity in the study of classroom discourse. Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing, 1. http://wac.colostate.edu/atd/.
Juzwik M. M. (2004). Towards an ethics of answerability: Reconsidering dialogism in sociocultural literacy studies. College Composition and Communication, 55(3), 536-567.
Lundeberg, M. A., & Levin, B.B. (2004). Prompting the development of preservice teachers’ beliefs through cases, action research, problem-based learning and technology. In Raths, J. & McAninch, A. (Eds). Advances in teacher education series (6): Teacher beliefs and classroom performance: The impact of teacher education. Greenwich, CT: Information Age Publishing.
Lundeberg, M., Zeon, S.Y., Beiging, L., Brown, A. & Ingebrand, M. (2004) Pre-service teachers’ reflections on technology leadership: I’ll take risks if there’s a net to catch me. Journal of Computing in Teacher Education, 21(1), 5-11.
Mariage, T. V., Paxton-Buursma, D. J., & Bouck, E. C. (2004). Interanimation: Re-positioning possibilities in educational contexts. Journal of Learning Disabilities, 37(6), 534-549.
Mariage, T. V., & Bouck, E. C. (2004). Scaffolding literacy learning for students with mild disabilities. In A. Rodgers & E. Rodgers, (Eds.). Strategies for Scaffolding Literacy Instruction in K-4 Classrooms (pp. 36-74). Portsmouth, NH: Heinemann.
Morrell, E. (2004). Bahktin’s dialogic pedagogy: Implications for critical pedagogy, teacher research, and literacy education in the United States. Journal of Russian and Eastern European Psychology, 42(6), 90-95.
Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang.
Morrell, E. (2004). Linking literacy and popular culture: Finding connections for lifelong learning. Norwood, MA: Christopher-Gordon.
Morrell, E., & Duncan-Andrade, J. (2004) What youth do learn in school: Using hip-hop as a bridge to canonical poetry. In J. Mahiri (Ed.), What they don’t learn in school: Literacy in the lives of urban yout (pp. 248-268). New York: Peter Lang.
Pressley, M. (2004). The need for research on secondary literacy education. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 415-432). New York: Guilford.
Pressley, M. (2004). Oh, the places an educational psychologist can go! …and how young educational psychologists can prepare for the trip (Apologies to Dr. Seuss). Educational Psychologist, 40 (3).
Pressley, M., Duke, N. K., & Boling, E. C. (2004). The educational science and scientifically-based instruction we need: Lessons from reading research and policy making. Harvard Educational Review, 74(1), 30-61.
Pressley, M., Duke, N. K., Hilden, K. (2004). Reading comprehension difficulties. In C. A. Stone, E. R. Silliman, B. J. Ehren & K. Apel, (Eds.), Handbook of language and literacy: Development and disorders. New York: Guilford Press.
Pressley, M., & Hilden, K. (2004). Verbal protocols of reading. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (pp. 308-321). New York: Guilford.
Pressley, M., & Hilden, K. (2004). Towards more ambitious comprehension instruction. In E. R. Silliman & L. C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 151-174). New York: Guilford.
Pressley, M., Raphael, L., Gallagher, J. D., & DiBella, J. (2004). Providence-St. Mel School: How a school that works for African-American students works. Journal of Educational Psychology, 96, 216-235.
Purcell-Gates, V. (2004). Ethnographic Research. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (pp. 92-113). New York: Guilford.
Purcell-Gates, V. (2004). Family literacy as the site for emerging knowledge of written language. In B. Wasik (Ed.), Handbook of family literacy, Mahwah, NJ: Erlbaum.
Purcell-Gates, V., & Duke, N. K. (October, 2004). Learning to read and write science genres: The roles of authentic experience and explicit teaching (Report # 3174992). Washington, DC: National Science Foundation.
Purcell-Gates, V., & Duke, N. K. (2004). Texts in the teaching and learning of reading. In J. Hoffman & D. Schallert (Eds.), The texts in elementary classrooms (pp. 3-20). Mahwah, NJ: Erlbaum.
Purcell-Gates, V., Jacobson, E., & Degener, S. (2004). Print literacy development: Uniting the cognitive and social practice theories. Cambridge, MA: Harvard University Press.
Raphael, T., Florio-Ruane, S., & George, M. (2004). Book club plus: Organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy, 27(3), 198-206.
Raphael, T., Florio-Ruane, S., George, M., Hasty, N., & Highfield, K. (2004). Book club plus!: A literacy framework for the primary grades. Boston: Small Planet Communications.
Raphael, T., Florio-Ruane, S., Kehus, M., George, M., Hasty, N., & Highfield, K. (2004). Thinking for ourselves: Literacy learning in a diverse teacher inquiry network. In International Reading Association, Preparing reading professionals: A collection from the International Reading Association (pp. 339-350). Newark, DE: International Reading Association.
Rosaen, C. L., Degnan, C., VanStratt, T., & Zietlow, K. (2004). Designing a virtual K-12 classroom literacy tour: Learning together as teachers explore “best practice.” In J. Brophy (Ed.), Advances in research on teaching, volume 10: Using video in teacher education (pp. 169-199). New York: Elsevier Science.
Stanulis, R., Fallona, C., & Pearson, C. (2004). Induction support that can make a difference: University teacher educators support novice teacher learning. Teachers as Leaders, 5, 6-11.
Stanulis, R., & Sampson, A. (2004). Putting a mentor’s recommendation into practice: Mentoring whistpers. In D. Tippins & T. Koballa (Eds.), Cases in middle and secondary science education: The promises and dilemmas (2nd Edition). Upper Saddle River, NJ: Prentice Hall.
Ysseldyke, J., & Bolt, S. (2004). Functional assessment of academic behavior. In T. Watson & C. Skinner (Eds.), Encyclopedia of school psychology. New York: Kluwer Academic/Plenum Publishers.
