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
orderNovember 3, 2010
ISBN 9781609181451
Price: $59.00 464 Pages
Size: 7" x 10"
Copyright Date: 2009
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
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