Handbook of Research on Literacy and Diversity

Edited by Lesley Mandel Morrow, Robert Rueda, and Diane Lapp
Foreword by Edmund W. Gordon
Afterword by Eric J. Cooper

Paperback
Paperback
November 3, 2010
ISBN 9781609181451
Price: $56.00 $47.60
464 Pages
Size: 7" x 10"
Copyright Date: 2009
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Arnetha F. Ball, PhD, School of Education, Stanford University, Stanford, California

Eurydice B. Bauer, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign

Camille L. Z. Blachowicz, PhD, National College of Education, National-Louis University, Skokie, Illinois

Erica C. Boling, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Cynthia H. Brock, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada

Margarita Calderí³n, PhD, Center for Research and Reform in Education, School of Education, Johns Hopkins University, Baltimore, Maryland

María S. Carlo, PhD, Department of Teaching and Learning, School of Education, University of Miami, Coral Gables, Florida

Heather Casey, PhD, Teacher Education, School of Education, Rider University, Lawrenceville, New Jersey

Jill Castek, PhD, Graduate School of Education, University of California, Berkeley, California

Michael Cole, PhD, Departments of Communication and Psychology, University of California San Diego, La Jolla, California

Eric J. Cooper, EdD, National Urban Alliance for Effective Education, Stamford, Connecticut

Patricia A. Edwards, PhD, Department of Teacher Education, College of Education, Michigan State University, Lansing, Michigan

Linnea Ehri, PhD, PhD Program in Educational Psychology, The Graduate Center, City University of New York, New York, New York

Douglas Fisher, PhD, School of Teacher Education, College of Education, San Diego State University, San Diego, California

Peter J. Fisher, PhD, National College of Education, National-Louis University, Wheeling, Illinois

Nancy Frey, PhD, School of Teacher Education, College of Education, San Diego State University, San Diego, California

Linda B. Gambrell, PhD, School of Education, Clemson University, Clemson, South Carolina

Eugene E. Garcia, PhD, Department of Curriculum and Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, Arizona

Georgia Earnest García, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign

Perry Gilmore, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Norma González, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Susie M. Goodin, MA, Graduate School of Education, University of California Berkeley, Berkeley, California

Edmund W. Gordon, PhD, Teachers College, Columbia University, New York, New York; Department of Psychology, Yale University, New Haven, Connecticut

John T. Guthrie, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Kris Gutiérrez, PhD, Graduate School of Education and Information Studies, University of California, Los Angeles, California

Douglas K. Hartman, PhD, Departments of Teacher Education and Educational Psychology, College of Education, Michigan State University, Lansing, Michigan

Robert T. Jiménez, PhD, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Melanie R. Kuhn, PhD, Department of Literacy and Language, Counseling and Development, School of Education, Boston University, Boston, Massachusetts

Diane Lapp, EdD, School of Teacher Education, College of Education, San Diego State University, San Diego, California

Carol D. Lee, PhD, Learning Sciences Doctoral Program, School of Education and Social Policy, Northwestern University, Evanston, Illinois

Donald J. Leu, PhD, Departments of Curriculum and Instruction and Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

Cheryl A. McLean, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Gwendolyn Thompson McMillon, PhD, Department of Reading and Language Arts, School of Education and Human Services, Oakland University, Rochester, Michigan

J. Gregory McVerry, MA, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

Luis Moll, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Danette A. Morrison, BS, Department of Human Development, University of Maryland, College Park, Maryland

Lesley Mandel Morrow, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Honorine Nocon, PhD, School of Education and Human Development, University of Colorado, Denver, Colorado

W. Ian O'Byrne, MEd, Neag School of Education, University of Connecticut, Storrs, Connecticut

Jeanne R. Paratore, EdD, Department of Developmental Studies and Counseling Psychology, School of Education, Boston University, Boston, Massachusetts

Django Paris, PhD, Department of English, Arizona State University, Tempe, Arizona

P. David Pearson, PhD, Language and Literacy, Society and Culture Program, Graduate School of Education, University of California Berkeley, Berkeley, California

Julie L. Pennington, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada

Pedro Portes, PhD, Department of Counseling and Human Development Services, College of Education, University of Georgia, Athens, Georgia

Taffy E. Raphael, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois

Timothy Rasinski, PhD, Teaching, Leadership, and Curriculum Studies, College of Education, Kent State University, Kent, Ohio

D. Ray Reutzel, PhD, School of Teacher Education and Leadership, Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, Utah

Iliana Reyes, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Nancy L. Roser, PhD, Department of Curriculum and Instruction, College of Education, University of Texas at Austin, Austin, Texas

Jennifer Rowsell, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Eliane Rubinstein-Ávila, EdD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Robert Rueda, PhD, Rossier School of Education, University of Southern California, Los Angeles, California

Spencer Salas, PhD, Department of Middle, Secondary, and K-12 Education, College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Karen Spear-Ellinwood, JD, EdS, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Brad L. Teague, MA, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Dianna Townsend, EdD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Nevada

Susan Watts Taffe, PhD, Division of Teacher Education, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio

Catherine M. Weber, MEd, Department of Literacy, Language, and Culture, College of Education, University of Illinois at Chicago, Chicago, Illinois

Ann-Marie Wiese, PhD, WestEd, San Francisco, California

Leisy Wyman, PhD, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, Arizona

Lisa Zawilinski, MS, Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut
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