<![CDATA[Getting Smarter]]>37806d84-7353-577c-9ded-5166120ad905Wed, 11 Mar 2026 21:30:10 +0000Captivate.fmGetting Smarterhttps://artwork.captivate.fm/c26b4ea3-5ff2-4cfe-bbeb-b56e6cd1ba58/gettingsmarter.jpgGetting SmarterGetting SmarterGetting SmarterThe podcast where knowledge meets curiosity. Join professor Margaret Vaughn as she explores groundbreaking ideas with top scholars, aimed at sharpening our thinking. With her guests, Dr. Vaughn dives into a world of profound insights and intellectual adventure. Our journey to getting smarter starts here.https://podcasts.coe.wsu.edu/index.php/feed/gettingsmarter/falseepisodichttps://feeds.captivate.fm/getting-smarter/nopodcastS03E06.Judith Green, Ph.D.S03E06.Judith Green, Ph.D.Host Dr. Margaret Vaughn interviews Dr. Judith Green, a UC Santa Barbara education professor known for research on teaching-learning relationships, socially constructed disciplinary knowledge, and classroom discourse, and founder of the Santa Barbara Classroom Discourse Group focused on equity and access. Green recounts growing up in an intergenerational, bilingual Yiddish-English home, formative school experiences including a sixth-grade teacher who shifted her academic trajectory, and how the Sputnik-era move toward skills-based instruction affected her brother’s reading support. She describes her teacher education at Berkeley, work across diverse schools, development of “pull-in” reading support, critique of standardized testing that ignored classroom language diversity, and graduate study comparing discourse frames with traditional observation systems.

]]>Host Dr. Margaret Vaughn interviews Dr. Judith Green, a UC Santa Barbara education professor known for research on teaching-learning relationships, socially constructed disciplinary knowledge, and classroom discourse, and founder of the Santa Barbara Classroom Discourse Group focused on equity and access. Green recounts growing up in an intergenerational, bilingual Yiddish-English home, formative school experiences including a sixth-grade teacher who shifted her academic trajectory, and how the Sputnik-era move toward skills-based instruction affected her brother’s reading support. She describes her teacher education at Berkeley, work across diverse schools, development of “pull-in” reading support, critique of standardized testing that ignored classroom language diversity, and graduate study comparing discourse frames with traditional observation systems.

]]>77e4da50-386c-4886-8dd8-2bc3679d3f18Tue, 10 Mar 2026 16:15:00 -040037:39falsefull3663S03E05.Michèle Foster, Ph.D.S03E05.Michèle Foster, Ph.D.In this episode of 'Getting Smarter,' Dr. Margaret Vaughn talks with Dr. Michèle Foster, an esteemed scholar whose work resides at the confluence of language, culture, and the experiences of Black educators and students. Dr. Foster's extensive career includes teaching in Boston's public schools during the desegregation era, developing multicultural curricula, and conducting significant research into Black teachers' pedagogical insights. Her foundational work illustrates the importance of culturally relevant pedagogy and the necessity of viewing Black students' linguistic and cultural backgrounds as assets in learning. Dr. Foster emphasizes the need for a multidisciplinary approach in academia, one that values old and new research while encouraging students to develop unique scholarly voices. The conversation is rich with anecdotes from Dr. Foster's career, insights into effective teaching practices, and provides listeners with a broader understanding of the complexities and opportunities in educating Black students.

]]>In this episode of 'Getting Smarter,' Dr. Margaret Vaughn talks with Dr. Michèle Foster, an esteemed scholar whose work resides at the confluence of language, culture, and the experiences of Black educators and students. Dr. Foster's extensive career includes teaching in Boston's public schools during the desegregation era, developing multicultural curricula, and conducting significant research into Black teachers' pedagogical insights. Her foundational work illustrates the importance of culturally relevant pedagogy and the necessity of viewing Black students' linguistic and cultural backgrounds as assets in learning. Dr. Foster emphasizes the need for a multidisciplinary approach in academia, one that values old and new research while encouraging students to develop unique scholarly voices. The conversation is rich with anecdotes from Dr. Foster's career, insights into effective teaching practices, and provides listeners with a broader understanding of the complexities and opportunities in educating Black students.

]]>b177edf8-d753-4c1b-9c1a-a82a8c190346Wed, 18 Feb 2026 00:00:00 -040001:02:03falsefull3553S03E04.Alfred W. Tatum, Ph.D.S03E04.Alfred W. Tatum, Ph.D.In this episode of Getting Smarter, Dr. Margaret Vaughn speaks with Dr. Alfred W. Tatum, Executive Director of the Literacy Research Center and Clinic at Metropolitan State University of Denver. Dr. Tatum shares his journey in education, driven by a deep calling to improve literacy among African American youth. He reflects on his experiences as a teacher, researcher, and leader, highlighting key projects like the African American Male Summer Literacy Institute and community engagement work.

]]>In this episode of Getting Smarter, Dr. Margaret Vaughn speaks with Dr. Alfred W. Tatum, Executive Director of the Literacy Research Center and Clinic at Metropolitan State University of Denver. Dr. Tatum shares his journey in education, driven by a deep calling to improve literacy among African American youth. He reflects on his experiences as a teacher, researcher, and leader, highlighting key projects like the African American Male Summer Literacy Institute and community engagement work.

]]>5708fd55-f43c-4ea9-91bc-3775c8f30231Wed, 14 Jan 2026 07:00:00 -040036:16falsefull3443S03E03.Sonia Nieto, Ph.D.S03E03.Sonia Nieto, Ph.D.In this episode of 'Getting Smarter,' Dr. Margaret Vaughn interviews Dr. Sonia Nieto, Professor Emerita at the University of Massachusetts, Amherst. Dr. Nieto, a pioneering figure in multicultural education, shares her journey from deciding she wanted to be a teacher at age 10 to becoming a renowned educator and advocate for multilingual and culturally diverse students. She discusses her challenging but ultimately rewarding early teaching years in New York City, her groundbreaking work at PS 25, and her influential publications, including 'Affirming Diversity' and 'The Light in Their Eyes.' Dr. Nieto emphasizes the importance of hope, resilience, and the interconnectedness of various educational fields like multicultural and bilingual education. She offers insights on remaining hopeful and proactive amidst current challenges in education, advocating for a more inclusive and multicultural society.

]]>In this episode of 'Getting Smarter,' Dr. Margaret Vaughn interviews Dr. Sonia Nieto, Professor Emerita at the University of Massachusetts, Amherst. Dr. Nieto, a pioneering figure in multicultural education, shares her journey from deciding she wanted to be a teacher at age 10 to becoming a renowned educator and advocate for multilingual and culturally diverse students. She discusses her challenging but ultimately rewarding early teaching years in New York City, her groundbreaking work at PS 25, and her influential publications, including 'Affirming Diversity' and 'The Light in Their Eyes.' Dr. Nieto emphasizes the importance of hope, resilience, and the interconnectedness of various educational fields like multicultural and bilingual education. She offers insights on remaining hopeful and proactive amidst current challenges in education, advocating for a more inclusive and multicultural society.

]]>5b20b9f6-42ab-4fdc-9d1f-dd27e9e670aaWed, 07 Jan 2026 07:00:00 -040044:08falsefull3333S03E02.David Bloome, Ph.D.S03E02.David Bloome, Ph.D.In this episode, Dr. David Bloome recounts his initial disinterest in schooling, stemming from negative personal experiences and societal tensions during his youth in Southern Connecticut. He discusses his entry into education through Teacher Corps, his time in challenging schools like Cleveland, and his eventual move into higher education.

Dr. David Bloome is Professor Emeritus in the Department of Teaching and Learning at The Ohio State University. His research and scholarship have involved collaborations with colleagues, teachers, and doctoral students. His scholarship focuses on the uses of written language in and out of classrooms. He has held several leadership positions in the field including President of the National Council of Teachers of English, National Conference on Research in Language and Literacy along with serving as an editor for Linguistics and Education, Reading Research Quarterly, and Research in the Teaching of English. Dr. Bloome has received several awards for his research including The John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship from the AERA Special Interest Group on Language and Social Processes, the Distinguished Scholar Award from the National Conference on Research in Language and Literacy, and the Oscar Causey Award from the Literacy Research Association, among others. In 2008, he was inducted into the Reading Hall of Fame and in 2011 he was elected as a Fellow of the American Educational Research Association.

]]>In this episode, Dr. David Bloome recounts his initial disinterest in schooling, stemming from negative personal experiences and societal tensions during his youth in Southern Connecticut. He discusses his entry into education through Teacher Corps, his time in challenging schools like Cleveland, and his eventual move into higher education.

Dr. David Bloome is Professor Emeritus in the Department of Teaching and Learning at The Ohio State University. His research and scholarship have involved collaborations with colleagues, teachers, and doctoral students. His scholarship focuses on the uses of written language in and out of classrooms. He has held several leadership positions in the field including President of the National Council of Teachers of English, National Conference on Research in Language and Literacy along with serving as an editor for Linguistics and Education, Reading Research Quarterly, and Research in the Teaching of English. Dr. Bloome has received several awards for his research including The John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship from the AERA Special Interest Group on Language and Social Processes, the Distinguished Scholar Award from the National Conference on Research in Language and Literacy, and the Oscar Causey Award from the Literacy Research Association, among others. In 2008, he was inducted into the Reading Hall of Fame and in 2011 he was elected as a Fellow of the American Educational Research Association.

]]>ac36f5e4-f671-4d9b-8cbb-f911b5acd840Mon, 17 Nov 2025 14:18:00 -040001:00:12falsefull3223S03E01.Carol D. Lee, Ph.D.S03E01.Carol D. Lee, Ph.D.In this episode, Dr. Carol D. Lee shares her journey from a young child with a passion for teaching to becoming a leading figure in education. She discusses the influences of her family, the challenges and support she encountered throughout her education, and her shift from a private school teacher to an advocate for culturally relevant pedagogy. Dr. Lee highlights pivotal moments, including her involvement in the Black Arts Movement and the establishment of African-centered schools. She emphasizes the importance of understanding the complexities of human learning, the role of relationships, and the need for educational systems that support both cognitive and emotional development.

Carol D. Lee is the Tarry Professor Emerita in the School of Education and Social Policy and African-American Studies at Northwestern University. She is President of the National Academy of Education, a past president of the American Educational Research Association, AERA’s past representative to the World Educational Research Association, past vice-president of Division G of AERA, past president of the National Conference on Research in Language and Literacy, and past co-chair of the Research Assembly of the National Council of Teachers of English. She is a member of the National Academy of Education, a fellow of AERA, the National Conference on Research in Language and Literacy, the International Society of the Learning Sciences, a former fellow at the Center for Advanced Studies in the Behavioral Sciences, a member of the American Academy of Arts and Sciences and the Reading Hall of Fame. She has received numerous awards including Distinguished Contributions to Education from AERA, the McGraw Prize in Education, the Squire Award and the Distinguished Service Award from the National Council of Teachers of English, Scholars of Color Distinguished Scholar Award from the American Educational Research Association, the Distinguished Alumni Award from the College of Liberal Arts at the University of Illinois-Urbana, The President’s Pacesetters Award from the American Association of Blacks in Higher Education, the Lifetime Achievement Award from the American Association of Colleges of Teacher Education and an honorary doctorate from the University of Pretoria, South Africa. In 2023, she was selected by President Biden to serve on the National Board for Education Sciences. She is a founder of 3 African centered schools in Chicago spanning a 50 year history. Her research addresses cultural supports for learning that include a broad ecological focus, with attention to language and literacy and African-American youth. Her career spans 58 years, having taught high school, primary school and at community college before entering Northwestern University.

]]>In this episode, Dr. Carol D. Lee shares her journey from a young child with a passion for teaching to becoming a leading figure in education. She discusses the influences of her family, the challenges and support she encountered throughout her education, and her shift from a private school teacher to an advocate for culturally relevant pedagogy. Dr. Lee highlights pivotal moments, including her involvement in the Black Arts Movement and the establishment of African-centered schools. She emphasizes the importance of understanding the complexities of human learning, the role of relationships, and the need for educational systems that support both cognitive and emotional development.

Carol D. Lee is the Tarry Professor Emerita in the School of Education and Social Policy and African-American Studies at Northwestern University. She is President of the National Academy of Education, a past president of the American Educational Research Association, AERA’s past representative to the World Educational Research Association, past vice-president of Division G of AERA, past president of the National Conference on Research in Language and Literacy, and past co-chair of the Research Assembly of the National Council of Teachers of English. She is a member of the National Academy of Education, a fellow of AERA, the National Conference on Research in Language and Literacy, the International Society of the Learning Sciences, a former fellow at the Center for Advanced Studies in the Behavioral Sciences, a member of the American Academy of Arts and Sciences and the Reading Hall of Fame. She has received numerous awards including Distinguished Contributions to Education from AERA, the McGraw Prize in Education, the Squire Award and the Distinguished Service Award from the National Council of Teachers of English, Scholars of Color Distinguished Scholar Award from the American Educational Research Association, the Distinguished Alumni Award from the College of Liberal Arts at the University of Illinois-Urbana, The President’s Pacesetters Award from the American Association of Blacks in Higher Education, the Lifetime Achievement Award from the American Association of Colleges of Teacher Education and an honorary doctorate from the University of Pretoria, South Africa. In 2023, she was selected by President Biden to serve on the National Board for Education Sciences. She is a founder of 3 African centered schools in Chicago spanning a 50 year history. Her research addresses cultural supports for learning that include a broad ecological focus, with attention to language and literacy and African-American youth. Her career spans 58 years, having taught high school, primary school and at community college before entering Northwestern University.

]]>f4ca4eed-1877-4b08-83bf-b770539445deMon, 03 Nov 2025 14:28:00 -040001:11:42falsefull3113S02E10 (21). Norman Stahl, Ph.D.S02E10 (21). Norman Stahl, Ph.D.Norman A. Stahl received his Ph.D. from the Program in Language Communications at the University of Pittsburgh. Previous to his doctoral work he earned degrees at San Francisco State University (M.A.-Interdisciplinary Studies in Education & B.A. - History), and the City College of San Francisco (A.A. - History). Currently, he is a Professor Emeritus of Literacy Education at Northern Illinois University. Stahl served for over a decade as the Chair of the Department of Literacy Education, and he also served as the Chair of the Curriculum and Instruction Department, the Director of the College Reading and Learning Program, and the Director of the Learning Research Laboratory. He is an affiliate of the Center for the Interdisciplinary Study of Language and Literacy. Norm now holds emeritus status at N.I.U. He also held faculty positions at Georgia State University, the University of Pittsburgh, and San Francisco State University.

Dr. Stahl has authored or co-authored over 100 publications (including edited texts, monographs, chapters, scholarly articles, yearbook pieces, editorials, etc.). His articles have appeared in the Journal of Literacy Research -- the Journal of Reading Behavior, Reading Research and Instruction, the Reading Teacher, the Journal of Adolescent and Adult Literacy -- the Journal of Reading, the Journal of Developmental Education, the Journal of College Reading and Learning, among others. His work has also appeared in the yearbooks of the Learning Research Association, the Association of Literacy Educators and Researchers, and the American Reading Forum. Specific areas of scholarly interest include postsecondary reading instruction, content analysis research, and historical research. He is the co-editor of Teaching Developmental Reading (two editions) and also Teaching Study Strategies in Developmental Education both from Bedford/St. Martin's Press.

]]>Norman A. Stahl received his Ph.D. from the Program in Language Communications at the University of Pittsburgh. Previous to his doctoral work he earned degrees at San Francisco State University (M.A.-Interdisciplinary Studies in Education & B.A. - History), and the City College of San Francisco (A.A. - History). Currently, he is a Professor Emeritus of Literacy Education at Northern Illinois University. Stahl served for over a decade as the Chair of the Department of Literacy Education, and he also served as the Chair of the Curriculum and Instruction Department, the Director of the College Reading and Learning Program, and the Director of the Learning Research Laboratory. He is an affiliate of the Center for the Interdisciplinary Study of Language and Literacy. Norm now holds emeritus status at N.I.U. He also held faculty positions at Georgia State University, the University of Pittsburgh, and San Francisco State University.

Dr. Stahl has authored or co-authored over 100 publications (including edited texts, monographs, chapters, scholarly articles, yearbook pieces, editorials, etc.). His articles have appeared in the Journal of Literacy Research -- the Journal of Reading Behavior, Reading Research and Instruction, the Reading Teacher, the Journal of Adolescent and Adult Literacy -- the Journal of Reading, the Journal of Developmental Education, the Journal of College Reading and Learning, among others. His work has also appeared in the yearbooks of the Learning Research Association, the Association of Literacy Educators and Researchers, and the American Reading Forum. Specific areas of scholarly interest include postsecondary reading instruction, content analysis research, and historical research. He is the co-editor of Teaching Developmental Reading (two editions) and also Teaching Study Strategies in Developmental Education both from Bedford/St. Martin's Press.

]]>92785dd2-d530-45d7-80c9-ad30f0a00ed6Fri, 26 Sep 2025 17:06:00 -040052:23falsefull210102S02E09 (20). Janice Almasi, Ph.D.S02E09 (20). Janice Almasi, Ph.D.Dr. Almasi joined the faculty of the University of Kentucky in 2004 and is the Carol Lee Robertson Endowed Professor of Literacy Education in the Department of Curriculum and Instruction. She teaches courses in literacy research and theory and research design. Her career began as an elementary school teacher and literacy specialist in Maryland.

Dr. Almasi earned her Ph.D. and M.Ed. in literacy education at the University of Maryland and her B. S. in Education from Edinboro University of Pennsylvania. Following her graduate work, she was a postdoctoral fellow at the Learning Research and Development Center at the University of Pittsburgh. She was the recipient of the International Reading Association’s Outstanding Dissertation of the Year Award in 1994 and the National Reading Conference’s Outstanding Student Research Award in 1993.

Her pedagogical and research endeavors have critically examined the contexts in which children make sense of text, particularly in peer discussion environments. Her research has also examined comprehension and the strategic processing that occurs while children read. She is currently a co-principal investigator on a grant funded by the U. S. Department of Education, Institute of Education Sciences, in which she is helping design a narrative comprehension intervention to assist third graders who struggle to comprehend, and who are at-risk for ADHD.

She has published several books including Teaching Strategic Processes in Reading, now in its second edition. and her research has been published in journals such as: Reading Research Quarterly, Journal of Educational Psychology, Journal of Educational Research, Journal of Literacy Research, Elementary School Journal, Educational Psychologist, and Reading Psychology. She has served as an elected member of the Board of Directors of the International Reading Association (2008-2011) and the Literacy Research Association (2008-2011). She is currently the President-Elect of the Literacy Research Association and served as President in 2015.

]]>Dr. Almasi joined the faculty of the University of Kentucky in 2004 and is the Carol Lee Robertson Endowed Professor of Literacy Education in the Department of Curriculum and Instruction. She teaches courses in literacy research and theory and research design. Her career began as an elementary school teacher and literacy specialist in Maryland.

Dr. Almasi earned her Ph.D. and M.Ed. in literacy education at the University of Maryland and her B. S. in Education from Edinboro University of Pennsylvania. Following her graduate work, she was a postdoctoral fellow at the Learning Research and Development Center at the University of Pittsburgh. She was the recipient of the International Reading Association’s Outstanding Dissertation of the Year Award in 1994 and the National Reading Conference’s Outstanding Student Research Award in 1993.

Her pedagogical and research endeavors have critically examined the contexts in which children make sense of text, particularly in peer discussion environments. Her research has also examined comprehension and the strategic processing that occurs while children read. She is currently a co-principal investigator on a grant funded by the U. S. Department of Education, Institute of Education Sciences, in which she is helping design a narrative comprehension intervention to assist third graders who struggle to comprehend, and who are at-risk for ADHD.

She has published several books including Teaching Strategic Processes in Reading, now in its second edition. and her research has been published in journals such as: Reading Research Quarterly, Journal of Educational Psychology, Journal of Educational Research, Journal of Literacy Research, Elementary School Journal, Educational Psychologist, and Reading Psychology. She has served as an elected member of the Board of Directors of the International Reading Association (2008-2011) and the Literacy Research Association (2008-2011). She is currently the President-Elect of the Literacy Research Association and served as President in 2015.

]]>184fe870-d5e0-479c-9eaa-e4876881d44cFri, 26 Sep 2025 17:05:00 -040033:31falsefull2992S02E08 (19). Richard Allington, Ph.D.S02E08 (19). Richard Allington, Ph.D.Richard "Dick" Allington, a nationally known scholar in reading instruction and winner of numerous awards in the field of literacy, served as a professor of reading education at the University of Tennessee, Knoxville from 2005 to 2017. He is past-president of the International Literacy (Reading) Association. Prior to his appointment at UT, he held faculty positions at the University of Albany (where he chaired the Reading Education program) and at the University of Florida where he held the Rose Fein Distinguished Professorship.

]]>Richard "Dick" Allington, a nationally known scholar in reading instruction and winner of numerous awards in the field of literacy, served as a professor of reading education at the University of Tennessee, Knoxville from 2005 to 2017. He is past-president of the International Literacy (Reading) Association. Prior to his appointment at UT, he held faculty positions at the University of Albany (where he chaired the Reading Education program) and at the University of Florida where he held the Rose Fein Distinguished Professorship.

]]>2a79b597-5be7-426d-9645-8f312051ab37Fri, 11 Apr 2025 10:00:00 -040030:02falsefull2882S02E07 (18). Sheila W. Valencia, Ph.D.S02E07 (18). Sheila W. Valencia, Ph.D.Sheila W. Valencia is Professor Emerita of Language, Literacy, and Culture at the University of Washington, Seattle where she contributed to the teacher preparation, masters, and doctoral programs in literacy. She began her career as a teacher in New York City, then spent six years as Director of Reading in Adams Country School District, and finally 32 years as a faculty member at UW. Her research focuses on literacy assessment, policy, and teacher development, particularly how to create and use assessment to improve teaching and learning. Working on long-term collaborations with several states and school districts, she has conducted research and professional development projects on aligning both instruction and assessment with deeper, rigorous learning in literacy and social studies. Her work has appeared in numerous edited books and top-tier journals including Reading Research Quarterly, Educational Assessment, Journal of Teacher Education, Elementary School Journal, Journal of Literacy Research, and The Reading Teacher.

Valencia has served on national, state, and local assessment committees to improve assessment systems and policies including the Common Core Standards Advisory Panel on Literacy, National Assessment of Educational Progress subcommittees, and IRA/NCTE standards and assessment committees. She currently serves as a member of the Nationall Assessment of Educational Progress (NAEP) Validity Studies Panel and the Technical Advisory Panel for Smarter Balanced Assessment. Dr. Valencia has been honored as a Fellow of the American Educational Research Association (AERA), the Dina Feitelson Research Award from the International Literacy Association (ILA), the P. David Pearson Scholarly Influence Award, and outstanding teacher education article from American Association of Colleges of Teacher Education (AACTE).

]]>Sheila W. Valencia is Professor Emerita of Language, Literacy, and Culture at the University of Washington, Seattle where she contributed to the teacher preparation, masters, and doctoral programs in literacy. She began her career as a teacher in New York City, then spent six years as Director of Reading in Adams Country School District, and finally 32 years as a faculty member at UW. Her research focuses on literacy assessment, policy, and teacher development, particularly how to create and use assessment to improve teaching and learning. Working on long-term collaborations with several states and school districts, she has conducted research and professional development projects on aligning both instruction and assessment with deeper, rigorous learning in literacy and social studies. Her work has appeared in numerous edited books and top-tier journals including Reading Research Quarterly, Educational Assessment, Journal of Teacher Education, Elementary School Journal, Journal of Literacy Research, and The Reading Teacher.

Valencia has served on national, state, and local assessment committees to improve assessment systems and policies including the Common Core Standards Advisory Panel on Literacy, National Assessment of Educational Progress subcommittees, and IRA/NCTE standards and assessment committees. She currently serves as a member of the Nationall Assessment of Educational Progress (NAEP) Validity Studies Panel and the Technical Advisory Panel for Smarter Balanced Assessment. Dr. Valencia has been honored as a Fellow of the American Educational Research Association (AERA), the Dina Feitelson Research Award from the International Literacy Association (ILA), the P. David Pearson Scholarly Influence Award, and outstanding teacher education article from American Association of Colleges of Teacher Education (AACTE).

]]>2c34d44a-e5d7-4231-9190-1db520d9a5a0Fri, 10 Jan 2025 09:00:00 -040044:15falsefull2772S02E06 (17). Rita Bean, Ph.D.S02E06 (17). Rita Bean, Ph.D.Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh. Prior to joining the university, she taught at the elementary school level and served as a reading supervisor for grades K–12. Dr. Bean has published numerous articles, book chapters, and books on topics including professional learning and the role of reading specialists and literacy coaches. She is a member of the Reading Hall of Fame and a former board member of the International Literacy Association. Dr. Bean is a recipient of the University of Pittsburgh’s Chancellor’s Distinguished Teaching Award and Distinguished Service Award, among other honors.

]]>Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh. Prior to joining the university, she taught at the elementary school level and served as a reading supervisor for grades K–12. Dr. Bean has published numerous articles, book chapters, and books on topics including professional learning and the role of reading specialists and literacy coaches. She is a member of the Reading Hall of Fame and a former board member of the International Literacy Association. Dr. Bean is a recipient of the University of Pittsburgh’s Chancellor’s Distinguished Teaching Award and Distinguished Service Award, among other honors.

]]>dff0a67f-0664-439a-9b70-b63b96f396b5Fri, 08 Nov 2024 06:15:00 -040054:07falsefull2662S02E05 (16). Jim Cunningham, Ph.D.S02E05 (16). Jim Cunningham, Ph.D.James W. Cunningham is Professor Emeritus of Literacy Education at the University of North Carolina at Chapel Hill. He has over 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He has presented many papers at national and international conferences. He was on the editorial boards of Reading Research Quarterly, Journal of Literacy Research, National Reading Conference Yearbook, Literacy Teaching and Learning: An International Journal of Early Reading and Writing, and Reading Psychology prior to his retirement from the university. He was elected Fellow by the National Conference on Research in Language and Literacy, and was an elected member of the Board of Directors of the National Reading Conference. Jim was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. He has taught at the elementary and secondary levels, and has served as a consultant to public schools, school systems, and other education agencies in 28 states.

]]>James W. Cunningham is Professor Emeritus of Literacy Education at the University of North Carolina at Chapel Hill. He has over 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He has presented many papers at national and international conferences. He was on the editorial boards of Reading Research Quarterly, Journal of Literacy Research, National Reading Conference Yearbook, Literacy Teaching and Learning: An International Journal of Early Reading and Writing, and Reading Psychology prior to his retirement from the university. He was elected Fellow by the National Conference on Research in Language and Literacy, and was an elected member of the Board of Directors of the National Reading Conference. Jim was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. He has taught at the elementary and secondary levels, and has served as a consultant to public schools, school systems, and other education agencies in 28 states.

]]>5023c008-e303-4fd5-9a70-f507079c918cFri, 11 Oct 2024 07:00:00 -040043:20falsefull2552S02E04 (15). Karen Wixson, Ph.D.S02E04 (15). Karen Wixson, Ph.D.Dr. Karen Wixson, Professor Emeritus of Education, retired from active faculty status at the the University of Michigan's Marsal School in 2011.

Wixson received her bachelor of science degree in behavioral disabilities from the University of Wisconsin in 1972 and her master of science in education from SUNY-Binghamton in 1975. She earned her master's degree in reading education in 1978 and her doctor of philosophy degree in reading education in 1980, both from Syracuse University. Professor Wixson was appointed assistant professor at the University of Michigan in 1980, promoted to associate professor in 1985, and promoted to professor in 1991. She served as dean of the Marsal Family School of Education from 1998 to 2005.

Wixson has published widely in the areas of literacy curriculum, instruction, and assessment in books and journals such as Reading Research Quarterly, The Reading Teacher, Elementary School Journal, Review of Research in Education, and the Handbook of Reading Research. She is also an author on the Scott Foresman reading program and co-author of a popular text on the assessment and instruction of reading and writing problems.

Professor Wixson co-directed the federally funded Michigan English Language Arts Framework standards project, and served as co-director and principal investigator in the Center for the Improvement of Early Reading Achievement (CIERA). She has been a long-time consultant to the National Assessment of Educational Progress reading tests, and recently served as a member of several National Research Council committees and as a member of the extended work group for the Common Core English-Language Arts Standards. She served as a member of the Board of Directors of both the National Reading Conference and the International Reading Association and is currently co-chair of the Reading Association's Commission on Response to Intervention.

]]>Dr. Karen Wixson, Professor Emeritus of Education, retired from active faculty status at the the University of Michigan's Marsal School in 2011.

Wixson received her bachelor of science degree in behavioral disabilities from the University of Wisconsin in 1972 and her master of science in education from SUNY-Binghamton in 1975. She earned her master's degree in reading education in 1978 and her doctor of philosophy degree in reading education in 1980, both from Syracuse University. Professor Wixson was appointed assistant professor at the University of Michigan in 1980, promoted to associate professor in 1985, and promoted to professor in 1991. She served as dean of the Marsal Family School of Education from 1998 to 2005.

Wixson has published widely in the areas of literacy curriculum, instruction, and assessment in books and journals such as Reading Research Quarterly, The Reading Teacher, Elementary School Journal, Review of Research in Education, and the Handbook of Reading Research. She is also an author on the Scott Foresman reading program and co-author of a popular text on the assessment and instruction of reading and writing problems.

Professor Wixson co-directed the federally funded Michigan English Language Arts Framework standards project, and served as co-director and principal investigator in the Center for the Improvement of Early Reading Achievement (CIERA). She has been a long-time consultant to the National Assessment of Educational Progress reading tests, and recently served as a member of several National Research Council committees and as a member of the extended work group for the Common Core English-Language Arts Standards. She served as a member of the Board of Directors of both the National Reading Conference and the International Reading Association and is currently co-chair of the Reading Association's Commission on Response to Intervention.

]]>8d9c4328-8fc2-4e37-bd67-7b8f4fd82c80Fri, 04 Oct 2024 07:00:00 -040055:56falsefull2442S02E03 (14). Tim Rasinski, Ph.DS02E03 (14). Tim Rasinski, Ph.DTimothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.

Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.

Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.

]]>Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.

Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.

Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.

]]>2024a90b-a6b3-45ff-a93f-baa5e5fd364eFri, 27 Sep 2024 07:00:00 -040053:06falsefull2332S02E02 (13). Donna E. Alvermann, Ph.DS02E02 (13). Donna E. Alvermann, Ph.DDr. Donna E. Alvermann is University of Georgia Appointed Distinguished Research Professor Emeritus. She is also The Omer Clyde and Elizabeth Parr Aderhold Professor in Education Emeritus. Formerly a public classroom teacher in Texas and New York for 12 years, her current research focuses on critical media literacy and young people’s uses of popular media. She is the author of numerous articles and several books in multiple editions.

She co-designed an interactive research website (https://www.becoming3lectric.com/) to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work that is remixed online using a Creative Commons license.

A key element in her career includes serving as principal researcher and co-director of the U.S. Department of Education’s National Reading Research Center located at the University of Georgia from 1992-1997. She is the recipient of numerous awards presented by major education organizations, including the Literacy Research Association’s Oscar Causey Award for Outstanding Contributions to Reading Research; ALER’s Laureate Award; and the International Literacy Association’s highest honor, the William S. Gray Citation of Merit. Elected early in her career to the Reading Hall of Fame, Dr. Alvermann was later elected to Fellow Status in the American Educational Research Association.

]]>Dr. Donna E. Alvermann is University of Georgia Appointed Distinguished Research Professor Emeritus. She is also The Omer Clyde and Elizabeth Parr Aderhold Professor in Education Emeritus. Formerly a public classroom teacher in Texas and New York for 12 years, her current research focuses on critical media literacy and young people’s uses of popular media. She is the author of numerous articles and several books in multiple editions.

She co-designed an interactive research website (https://www.becoming3lectric.com/) to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work that is remixed online using a Creative Commons license.

A key element in her career includes serving as principal researcher and co-director of the U.S. Department of Education’s National Reading Research Center located at the University of Georgia from 1992-1997. She is the recipient of numerous awards presented by major education organizations, including the Literacy Research Association’s Oscar Causey Award for Outstanding Contributions to Reading Research; ALER’s Laureate Award; and the International Literacy Association’s highest honor, the William S. Gray Citation of Merit. Elected early in her career to the Reading Hall of Fame, Dr. Alvermann was later elected to Fellow Status in the American Educational Research Association.

]]>b5e3bc3f-34f2-464c-bf44-fc6dbe37ed53Fri, 06 Sep 2024 07:00:00 -040001:02:24falsefull2222S02E01 (12). P. David Pearson, Ph.D.S02E01 (12). P. David Pearson, Ph.D.P. David Pearson is an emeritus faculty member in the School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.

He has been active in professional organizations, serving the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) in many capacities (including the IRA Board of Directors), both the National Reading Conference (NRC) and The National Conference of Research in English as President, and the American Association of Colleges of Teacher Education as a member of the Board. He currently serves as the Chair of IRA’s Literacy Research Panel.

He has served as an advisor to the National Academy of Science, the Children's Television Workshop (now the Sesame Workshop), a myriad of school districts and state agencies, and many educational public and private educational enterprises. He has been a reading program author for several publishers, including Ginn & Co. (Ginn Reading Program), Silver Burdett & Ginn (World of Reading and Literature Works), National Geographic (Reading/Writing Workshop), and Pearson Scott-Foresman (Reading Street).

]]>P. David Pearson is an emeritus faculty member in the School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.

He has been active in professional organizations, serving the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) in many capacities (including the IRA Board of Directors), both the National Reading Conference (NRC) and The National Conference of Research in English as President, and the American Association of Colleges of Teacher Education as a member of the Board. He currently serves as the Chair of IRA’s Literacy Research Panel.

He has served as an advisor to the National Academy of Science, the Children's Television Workshop (now the Sesame Workshop), a myriad of school districts and state agencies, and many educational public and private educational enterprises. He has been a reading program author for several publishers, including Ginn & Co. (Ginn Reading Program), Silver Burdett & Ginn (World of Reading and Literature Works), National Geographic (Reading/Writing Workshop), and Pearson Scott-Foresman (Reading Street).

]]>ba60d871-b46a-40ba-b4d8-49b3eb5439f7Fri, 23 Aug 2024 06:00:00 -040048:17falsefull2112S01E11. Patricia Anders, Ph.D.S01E11. Patricia Anders, Ph.D.Patricia (Patty) Anders holds the Jewell Lewis Distinguished Professor of Reading in the Department of Teaching, Learning and Sociocultural Studies, College of Education, the University of Arizona. She received her doctorate from the University of Wisconsin-Madison in 1976.

Dr. Anders’ research and scholarship focuses on secondary school student’s language and literacy development, particularly in the content areas and reading comprehension; teacher’s beliefs, theories and practices, especially as related to the teaching of literacy across the curriculum/academic literacies and to school leadership; and adult, family, community and workplace literacies.  She is the co-author of Literacy Instruction in the Content Areas, and the co-editor of three books, Understanding Readers’ Understanding, Literacy Development of Students in Urban Schools:  Research and Policy, and the Handbook of Reading Disabilities. 

Her journal publications include the award-winning article “The relationship between teachers’ beliefs and practices in reading comprehension” in the American Educational Research Journal and others in leading journals in the field.  She co-edited the Journal of Literacy Research, a journal of the Literacy Research Association.

She is an elected member of the Reading Hall of Fame and served as Treasurer. She is also a Fellow of the National Council Research in Language and Literacy and served as President. She is Past President of the Literacy Research Association (formerly the National Reading Conference) and has served as a member of the Board of Directors of the International Reading Association (currently the International Literacy Association). She also served as the secretary of the American Education Research Association’s Division C and the Chair of the Basic Reading Research Special Interest Group.

She was awarded the Outstanding Teaching and Mentoring Award from the Graduate College, University of Arizona and the Outstanding Faculty Service/Outreach Award from the College of Education.

]]>Patricia (Patty) Anders holds the Jewell Lewis Distinguished Professor of Reading in the Department of Teaching, Learning and Sociocultural Studies, College of Education, the University of Arizona. She received her doctorate from the University of Wisconsin-Madison in 1976.

Dr. Anders’ research and scholarship focuses on secondary school student’s language and literacy development, particularly in the content areas and reading comprehension; teacher’s beliefs, theories and practices, especially as related to the teaching of literacy across the curriculum/academic literacies and to school leadership; and adult, family, community and workplace literacies.  She is the co-author of Literacy Instruction in the Content Areas, and the co-editor of three books, Understanding Readers’ Understanding, Literacy Development of Students in Urban Schools:  Research and Policy, and the Handbook of Reading Disabilities. 

Her journal publications include the award-winning article “The relationship between teachers’ beliefs and practices in reading comprehension” in the American Educational Research Journal and others in leading journals in the field.  She co-edited the Journal of Literacy Research, a journal of the Literacy Research Association.

She is an elected member of the Reading Hall of Fame and served as Treasurer. She is also a Fellow of the National Council Research in Language and Literacy and served as President. She is Past President of the Literacy Research Association (formerly the National Reading Conference) and has served as a member of the Board of Directors of the International Reading Association (currently the International Literacy Association). She also served as the secretary of the American Education Research Association’s Division C and the Chair of the Basic Reading Research Special Interest Group.

She was awarded the Outstanding Teaching and Mentoring Award from the Graduate College, University of Arizona and the Outstanding Faculty Service/Outreach Award from the College of Education.

]]>dedeb54d-d8ad-4f83-aad7-0da4ce735dd5Wed, 03 Jul 2024 09:00:00 -040053:48falsefull111111S01E10. David Reinking, Ph.D.S01E10. David Reinking, Ph.D.Professor David Reinking is semi-retired with a courtesy appointment as an Adjunct Professor in the University of Georgia's Mary Frances Early College of Education. He serves the department as a consultant, advisor, mentor, and resource, drawing on his diverse past experiences and leadership positions in the field. These include editorships of the field’s two leading journals (Reading Research Quarterly and the Journal of Literacy Research), the presidency of its major research organization (Literacy Research Association), substantial federal funding for research, 10-year service as a department head, and a strong record of peer-reviewed publication.

Included among his interests are: Understanding and developing literacy in digital environments; Formative experiments and design-based research; Theory's role in education research.

]]>Professor David Reinking is semi-retired with a courtesy appointment as an Adjunct Professor in the University of Georgia's Mary Frances Early College of Education. He serves the department as a consultant, advisor, mentor, and resource, drawing on his diverse past experiences and leadership positions in the field. These include editorships of the field’s two leading journals (Reading Research Quarterly and the Journal of Literacy Research), the presidency of its major research organization (Literacy Research Association), substantial federal funding for research, 10-year service as a department head, and a strong record of peer-reviewed publication.

Included among his interests are: Understanding and developing literacy in digital environments; Formative experiments and design-based research; Theory's role in education research.

]]>7168d1d8-9f78-4165-932f-f3446455d8a2Fri, 10 May 2024 07:59:00 -040050:41falsefull110101S01E09. Doug Fisher, Ph.D.S01E09. Doug Fisher, Ph.D.Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University. Doug is a credentialed teacher and administrator in California. He has published over 250 books, chapters, and articles focused on school improvement and was elected into the Reading Hall of Fame in 2022.

Doug has lived in the San Diego area his entire life. In his spare time, he enjoys reading, traveling, and staying healthy through running and yoga. He loves being an educator and hopes to share that passion with others.

And now we know that he's awesome on podcasts and helps make us smarter.

]]>Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University. Doug is a credentialed teacher and administrator in California. He has published over 250 books, chapters, and articles focused on school improvement and was elected into the Reading Hall of Fame in 2022.

Doug has lived in the San Diego area his entire life. In his spare time, he enjoys reading, traveling, and staying healthy through running and yoga. He loves being an educator and hopes to share that passion with others.

And now we know that he's awesome on podcasts and helps make us smarter.

]]>b3ea120e-b398-4f87-a4cc-3b4b372146f1Fri, 03 May 2024 09:00:00 -040037:01falsefull1991S01E08. Elfrieda H. Hiebert, Ph.D.S01E08. Elfrieda H. Hiebert, Ph.D.You know Elfrieda H. Hiebert, known affectionately as "Freddy", is a big deal because she has her own Wikipedia page!

Here's what that says: Elfrieda "Freddy" Hiebert (born 1948) is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently, she is the CEO and president of TextProject, Inc., an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly through using science and social studies texts, used for reading instruction.

Margaret Vaughn has the chance to talk to Freddy about her research and scholarship.

]]>You know Elfrieda H. Hiebert, known affectionately as "Freddy", is a big deal because she has her own Wikipedia page!

Here's what that says: Elfrieda "Freddy" Hiebert (born 1948) is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently, she is the CEO and president of TextProject, Inc., an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly through using science and social studies texts, used for reading instruction.

Margaret Vaughn has the chance to talk to Freddy about her research and scholarship.

]]>b5712955-b8fe-409f-aa69-551dfa1cfcb4Fri, 19 Apr 2024 11:30:00 -040056:11falsefull1881S01E07. Anne Haas Dyson, Ph.D.S01E07. Anne Haas Dyson, Ph.D.Anne Haas Dyson is a former teacher of young children and a fellow of the American Educational Research Association. Among her previous appointments was as a longtime professor at the University of California, Berkeley, where she received the campus-wide Distinguished Teaching Award. She has spent over 40 years studying the childhood cultures and literacy learning of young schoolchildren, for which she has received numerous awards. Dyson aims, first, to bring respect and intellectual attention to childhood cultures and their relationship to school learning. Young children do not participate in school because they are concerned about the national economy, international competition, or climbing a ladder to academic accolades from a grateful nation. They desire to make sense of their world and to gain companionship in what can be a confusing world. Second, she aims to document the diversity of resources (languages, popular culture texts, semiotic tools, everyday experiences) our diverse school children bring with them with which to participate intellectually and socially in school, especially in written language development. Her most recent book publications are, published in 2016, Child cultures, schooling, and literacy: Global perspectives on children composing their lives, and, in 2021, Writing the School House Blues: Literacy, Equity, and Belonging in a Child’s Early Schooling.

]]>Anne Haas Dyson is a former teacher of young children and a fellow of the American Educational Research Association. Among her previous appointments was as a longtime professor at the University of California, Berkeley, where she received the campus-wide Distinguished Teaching Award. She has spent over 40 years studying the childhood cultures and literacy learning of young schoolchildren, for which she has received numerous awards. Dyson aims, first, to bring respect and intellectual attention to childhood cultures and their relationship to school learning. Young children do not participate in school because they are concerned about the national economy, international competition, or climbing a ladder to academic accolades from a grateful nation. They desire to make sense of their world and to gain companionship in what can be a confusing world. Second, she aims to document the diversity of resources (languages, popular culture texts, semiotic tools, everyday experiences) our diverse school children bring with them with which to participate intellectually and socially in school, especially in written language development. Her most recent book publications are, published in 2016, Child cultures, schooling, and literacy: Global perspectives on children composing their lives, and, in 2021, Writing the School House Blues: Literacy, Equity, and Belonging in a Child’s Early Schooling.

]]>acd3917e-ba50-4ebc-984b-f4784e0bbf7eFri, 05 Apr 2024 02:00:00 -040001:04:39falsefull1771S01E06. James V. Hoffman, Ph.D.S01E06. James V. Hoffman, Ph.D.James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Endowed Chair for Literacy. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference.

He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010.

Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics. He completed the Ph.D. at the University of Missouri at Kansas City.

]]>James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Endowed Chair for Literacy. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference.

He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010.

Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics. He completed the Ph.D. at the University of Missouri at Kansas City.

]]>db375072-cca2-4e70-85ef-8687437afa65Fri, 29 Mar 2024 14:30:00 -040001:10:33falsefull1661S01E05. Susan B. Neuman, Ed.D.S01E05. Susan B. Neuman, Ed.D.Susan Neuman is a well-known and well-respected thought-leader in early childhood and literacy development. She specializes in literacy and policy for children who live in poverty. She has written more than 100 articles and authored and edited 11 books! She has taught and researched at a number of universities and is currently a professor of Childhood and Literacy Education at NYU.

She is on 'X' (formerly Twitter) at: @SusanBneuman.

She is on LinkedIn at: https://www.linkedin.com/in/susan-neuman-2812b41b/.

]]>Susan Neuman is a well-known and well-respected thought-leader in early childhood and literacy development. She specializes in literacy and policy for children who live in poverty. She has written more than 100 articles and authored and edited 11 books! She has taught and researched at a number of universities and is currently a professor of Childhood and Literacy Education at NYU.

She is on 'X' (formerly Twitter) at: @SusanBneuman.

She is on LinkedIn at: https://www.linkedin.com/in/susan-neuman-2812b41b/.

]]>f219c0fb-7f4e-4d02-8a2f-053dc0c2da54Fri, 22 Mar 2024 07:30:00 -040045:23falsefull1551S01E04. Peter Johnston, Ph.D.S01E04. Peter Johnston, Ph.D.To find someone who is renowned in their field, look no further than the SUNY system and Dr. Peter Johnston! Dr. Johnston is a Professor Emeritus at the University of Albany, joining their Literacy Teaching and Learning Department in 1981 when it was just called the Reading Department. He serviced as chair 1999-2001 and 2009-2013. He retired in 2014.

Dr. Margaret Vaughn talks to Dr. Johnston about his career and what brings him excitement in his research, based around a fascination with children's learning and, no less, teachers' teaching.

]]>To find someone who is renowned in their field, look no further than the SUNY system and Dr. Peter Johnston! Dr. Johnston is a Professor Emeritus at the University of Albany, joining their Literacy Teaching and Learning Department in 1981 when it was just called the Reading Department. He serviced as chair 1999-2001 and 2009-2013. He retired in 2014.

Dr. Margaret Vaughn talks to Dr. Johnston about his career and what brings him excitement in his research, based around a fascination with children's learning and, no less, teachers' teaching.

]]>e79b9721-dc28-4b8c-a8a9-7447ffe8bfa9Fri, 08 Mar 2024 10:30:00 -040055:37falsefull1441S01E03. Patricia A. Edwards, Ph.D.S01E03. Patricia A. Edwards, Ph.D.In this episode, Dr. Margaret Vaughn talks with Dr. Patricia A. Edwards, Distinguished Professor of Language and Literacy at Michigan State University. Dr. Edwards is an internationally-recognized literacy scholar, known for her work in supporting literacy learning and development for families of color. She is a member of the Reading Hall of Fame, as well as NCRLL Distinguished Scholar. NCRLL stands for National Conference on Research in Language and Literacy.

And while all those things are national or international, she has paid particular attention to something even smaller in scale, though bigger in impact: the roles of parents in children's literacy development.

]]>In this episode, Dr. Margaret Vaughn talks with Dr. Patricia A. Edwards, Distinguished Professor of Language and Literacy at Michigan State University. Dr. Edwards is an internationally-recognized literacy scholar, known for her work in supporting literacy learning and development for families of color. She is a member of the Reading Hall of Fame, as well as NCRLL Distinguished Scholar. NCRLL stands for National Conference on Research in Language and Literacy.

And while all those things are national or international, she has paid particular attention to something even smaller in scale, though bigger in impact: the roles of parents in children's literacy development.

]]>6d46a4dd-65fa-400c-8383-aec1a5b864f5Fri, 01 Mar 2024 10:30:00 -040059:01falsefull1331S01E02. John T. Guthrie, Ph.D.S01E02. John T. Guthrie, Ph.D.In this episode, Dr. Margaret Vaughn talks with Dr. John T. Guthrie, the esteemed

Jean Mullan Professor of Literacy Emeritus in the Department of Human Development

and Quantitative Methodology at the University of Maryland at College Park.

He served as the Research Director at the International Reading Association from

1974-1984 and is the recipient of the Oscar Causey Award for Outstanding

Reading Research and is a member of the International Reading Association Hall

of Fame. In 2004, Dr. Guthrie received the University of Maryland Regent’s

Faculty Award for research/scholarship/creative activity. In 2011, he was

elected to the National Academy of Education which addresses research to

national policy

]]>In this episode, Dr. Margaret Vaughn talks with Dr. John T. Guthrie, the esteemed

Jean Mullan Professor of Literacy Emeritus in the Department of Human Development

and Quantitative Methodology at the University of Maryland at College Park.

He served as the Research Director at the International Reading Association from

1974-1984 and is the recipient of the Oscar Causey Award for Outstanding

Reading Research and is a member of the International Reading Association Hall

of Fame. In 2004, Dr. Guthrie received the University of Maryland Regent’s

Faculty Award for research/scholarship/creative activity. In 2011, he was

elected to the National Academy of Education which addresses research to

national policy

]]>f98eecf1-cd82-421e-a0c0-5e261f51a9f1Fri, 16 Feb 2024 07:00:00 -040001:06:25falsefull1221S01E01. Gerald G. Duffy, Ed.D.Getting Smarter: Gerald G. DuffyGerald G. Duffy, EdD, is the former William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina Greensboro and Professor Emeritus at Michigan State University. He was an elementary- and middle-school teacher for nine years and so his scholarship and research has always been rooted in the classroom. He’s a past president of the National Reading Conference (now the Literacy Research Association) and a member of the Reading Hall of Fame. Dr. Duffy has worked with teachers and children across the United States and overseas. He has written and edited several books on reading instruction and has published over 150 articles and research studies on effective instruction and comprehensive. Plus, he’s one of Dr. Margaret Vaughn’s mentors and favorite teachers of all-time.

]]>Gerald G. Duffy, EdD, is the former William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina Greensboro and Professor Emeritus at Michigan State University. He was an elementary- and middle-school teacher for nine years and so his scholarship and research has always been rooted in the classroom. He’s a past president of the National Reading Conference (now the Literacy Research Association) and a member of the Reading Hall of Fame. Dr. Duffy has worked with teachers and children across the United States and overseas. He has written and edited several books on reading instruction and has published over 150 articles and research studies on effective instruction and comprehensive. Plus, he’s one of Dr. Margaret Vaughn’s mentors and favorite teachers of all-time.

]]>https://podcasts.coe.wsu.edu/?p=611Thu, 11 Jan 2024 18:32:25 -040001:21:29falsefull1111Gerald G. Duffy, EdD, is the former William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina Greensboro and Professor Emeritus at Michigan State University. He was an elementary- and middle-school teacher for nine years and so his scholarship and research has always been rooted in the classroom. He’s a past … Continue reading "S01E01. Gerald G. Duffy, Ed.D."