Best Practices in Adolescent Literacy Instruction

Second Edition

Edited by Kathleen A. Hinchman and Heather K. Sheridan-Thomas
Foreword by Donna E. Alvermann

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April 29, 2014
ISBN 9781462515387
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396 Pages
Size: 6" x 9"
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April 30, 2014
ISBN 9781462515349
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396 Pages
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May 1, 2014
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Donna E. Alvermann, PhD, is University of Georgia–Appointed Distinguished Research Professor of Language and Literacy Education.

Randy Bomer, PhD, is Professor and Chair in the Department of Curriculum and Instruction at the University of Texas at Austin.

Fenice B. Boyd, PhD, is Associate Professor of Literacy Education at the University at Buffalo, The State University of New York.

Karen Bromley, PhD, is a SUNY Distinguished Teaching Professor in the School of Education at Binghamton University, The State University of New York.

William G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University.

Kelly Chandler-Olcott, EdD, is Professor and Chair of the Reading and Language Arts Center at Syracuse University.

Aubrey Comperatore, MA, is a doctoral student in Teacher Education and Literacy Studies at the University of North Carolina at Chapel Hill.

Deborah R. Dillon, PhD, is Professor of Literacy Education at the University of Minnesota.

Douglas Fisher, PhD, is Associate Dean of Professional, Graduate, and International Programs and the Guy Bond Chair in Reading atSan Diego State University.

Michelle Fowler-Amato, MA, is a doctoral candidate at the University of Texas at Austin.

Nancy Frey, PhD, is Professor in the Department of Educational Leadership at San Diego State University.

Cynthia Greenleaf, PhD, codirects the Strategic Literacy Initiative at WestEd in San Francisco.

Leigh A. Hall, PhD, teaches literacy courses as a faculty member at the University of North Carolina at Chapel Hill.

Margaret C. Hagood, PhD, is Associate Professor at the College of Charleston.

Kathleen A. Hinchman, PhD, is Professor of Reading and Language Arts at Syracuse University.

David R. Krauter, MA, is a literacy coach, former elementary school teacher, and a doctoral candidate in Curriculum and Instruction at Arizona State University.

Alisa G. Leckie, PhD, is Assistant Professor at Georgia Southern University.

Cindy Litman, MS, is a Senior Research Associate at WestEd’s Strategic Literacy Initiative in San Francisco.

Josephine Peyton Marsh, PhD, is Professor in Residence at Arizona State University Preparatory Academy and Associate Professor of Literacy Education at Arizona State University.

Elizabeth Birr Moje, PhD, is Associate Dean for Research and Community Engagement and the Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan.

Kristen A. Munger, PhD, is Assistant Professor of Counseling and Psychological Services at the State University of New York at Oswego.

Maria S. Murray, PhD, is Assistant Professor of Literacy Education at the State University of New York at Oswego.

David G. O’Brien, PhD, is Professor of Literacy Education at the University of Minnesota.

Lettice Pelotte, MEd, is a high school English teacher and a doctoral student in Curriculum and Instruction at Arizona State University.

Todd F. Reynolds, EdS, is a doctoral student and graduate assistant in Literacy Education at the University of Wyoming.

Zaline Roy-Campbell, PhD, is on the faculty of the Reading and Language Arts Center at Syracuse University and Director of the Teaching English Language Learners (TELL) M.S. Program.

Eliane Rubinstein-Ávila, EdD, is Associate Professor at the University of Arizona.

Leslie S. Rush, PhD, is Associate Dean for Undergraduate Programs in the College of Education at the University of Wyoming.

Cynthia Shanahan, PhD, is Professor Emerita of Literacy, Language, and Culture at the University of Illinois at Chicago.

Timothy Shanahan, PhD, is Distinguished Professor Emeritus at the University of Illinois at Chicago, where he was founding director of the Center for Literacy.

Heather K. Sheridan-Thomas, EdD, is Assistant Superintendent for Instructional Services at the Tompkins–Seneca–Tioga Board of Cooperative Educational Services in Ithaca, New York.

Jennifer Speyer, BA, is a history teacher at the Detroit Institute of Technology and a master’s student at the University of Michigan.

Alfred W. Tatum, PhD, is Professor and Interim Dean of the College of Education at the University of Illinois at Chicago.

Codruta Temple, PhD, is on the faculty at the State University of New York at Cortland.

Andrea L. Tochelli, MS, is a former elementary and middle school teacher and a doctoral candidate in Reading Education at the University at Buffalo, The State University of New York.
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