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Voices in Urban Education
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Adolescent Literacy
VUE Number 3, Spring 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Donna E. Alvermann
Donna E. Alvermann is a Distinguished Research Professor at the University of Georgia and Professor of Reading Education. Her research focuses on adolescent literacy. From 1992-1997, she co-directed the National Reading Research Center (funded by the U.S. Department of Education). Dr. Alvermann is a former president of the National Reading Conference, a former chair of the American Reading Forum, and she co-chaired the International Reading Association's first Commission on Adolescent Literacy from 1997-2000. She is a current editor of Reading Research Quarterly, the flagship journal of the International Reading Association. Before that she was Associate Editor of the Journal of Literacy Research. In 1997, Dr. Alvermann was awarded the Oscar Causey Award for Outstanding Contributions to Reading Research, and in 1999, she was elected to the Reading Hall of Fame.
She has authored or co-authored over 90 published articles and 40 chapters. Her books include Adolescents and Literacies in a Digital World (2002), Content Reading and Literacy: Succeeding in Today's Diverse Classrooms (3rd ed.) (2002), Struggling Adolescent Readers: A Collection of Teaching Strategies (2000); Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy (1999); and Reconceptualizing the Literacies in Adolescents' Lives (1998).
VUE 3 Article: Adolescent Aliteracy: Are Schools Causing It?
Glynda Hull
Glynda Hull is a professor of Language and Literacy, Society and Culture at the Graduate School of Education at the University of California, Berkeley. Her research interests include writing in and out of schools; multi-media technology and new literacies; adult learning and work; and community, school, and university collaborations. In 2003 she received the Berkeley campus's Distinguished Teaching Award. She has twice received the Richard Braddock Memorial Award for the best article of the year in College Composition and Communication. In 2001 she also received from the National Council of Teachers of English their award for best article reporting qualitative or quantitative research related to technical or scientific communication. Recent books include School's Out! Bridging Out-of-School Literacies with Classroom Practice from Teachers College Press (co-edited with Katherine Schultz, 2002); Changing Work, Changing Workers: Critical Perspectives on Language, Literacy, and Skills (1997); and The New Work Order: Behind the Language of the New Capitalism (with J. Gee et al., 1996).
VUE 3 Article: What Is After-School Worth? Developing Literacy and Identity Out of School
Carol Lee
Carol D. Lee is an associate professor of learning sciences and African American studies at the School of Education and Social Policy at Northwestern University. She has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms.
Dr. Lee is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. She has published in numerous journals, including Reading Research Quarterly, Research in the Teaching of English, The Journal of Black Psychology, and the Journal of Negro Education, among others.
Prior to assuming a university career, Dr. Lee taught in both public and private schools. She is a founder and former director of an African-centered independent school in Chicago that is 28 years old, New Concept School. She is also a founder of a newly established African centered charter school, the Betty Shabazz International Charter School. She engages in professional development activity for teachers both locally and nationally.
VUE 3 Article: Literacy in the Academic Disciplines and the Needs of Adolescent Struggling Readers
Mary Neuman
Mary Neuman is the former director of Leadership at the Annenberg Institute for School Reform. She designs, oversees, and facilitates professional-development activities on leadership for teachers, school principals, district administrators, and technical-assistance providers. She was formerly the National Coordinator for the Annenberg Challenge, where she provided technical assistance to Annenberg Challenge sites, served as primary contact to Challenge directors, and structured collaborative networks among the sites. A chemist by training, Dr. Neuman holds a master's degree and a doctorate from Boston University. She has extensive experience teaching science and mathematics at the elementary, secondary, and university levels and was a school and district administrator for eleven years.
Dr. Neuman is the author of numerous publications focusing on the teaching of mathematics and science and on issues around leadership. She has also produced and directed two television series in collaboration with the Annenberg/CPB Channel, and directed the production and coauthored facilitator's guides for four Annenberg Institute video packages.
VUE 3 Article: Adolescent Literacy: Beyond English Class, Beyond Decoding Text
Sanjiv Rao
Sanjiv Rao is a former Senior Associate at the Annenberg Institute for School Reform. His work involves developing professional-learning communities in schools, with a focus on literacy instruction and reform. He holds a B.A. in history from UCLA as well as a California K-8 Multiple Subject Teaching Credential. After four years of elementary teaching in Oakland, California, Sanjiv earned an M.A. in education from the University of California, Berkeley, in language, literacy, and culture. While there, his research interests included examining the literate identities of children, studying literacy in non-school settings, and rethinking traditional notions of intelligence. In addition to classroom teaching experience in California, Texas, and Mexico, Sanjiv has coached and supervised student and intern teachers and has assisted in the design and implementation of ongoing professional development in literacy instruction, assessment, and school leadership.
VUE 3 Article: Adolescent Literacy: Beyond English Class, Beyond Decoding Text
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 3 Article: From the Editor — The Literacy Needs of Adolescents: Going Deeper
Jessica Zacher
Jessica Zacher is a fifth-year doctoral student at the Graduate School of Education at the University of California, Berkeley, in the Department of Language and Literacy, Society and Culture. In the past four years, she has worked as a researcher on adult literacy and community technology projects and been a teaching assistant for undergraduate courses at the university. She taught kindergarten for three years in San Francisco and conducted dissertation research at the same school. Her research and teaching interests include literacy development, identity construction, multimedia literacy issues, youth cultures, and children's literacies in urban settings.
VUE 3 Article: What Is After-School Worth? Developing Literacy and Identity Out of School
Archives
Adolescent Literacy
VUE Number 3, Spring 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Donna E. Alvermann
Donna E. Alvermann is a Distinguished Research Professor at the University of Georgia and Professor of Reading Education. Her research focuses on adolescent literacy. From 1992-1997, she co-directed the National Reading Research Center (funded by the U.S. Department of Education). Dr. Alvermann is a former president of the National Reading Conference, a former chair of the American Reading Forum, and she co-chaired the International Reading Association's first Commission on Adolescent Literacy from 1997-2000. She is a current editor of Reading Research Quarterly, the flagship journal of the International Reading Association. Before that she was Associate Editor of the Journal of Literacy Research. In 1997, Dr. Alvermann was awarded the Oscar Causey Award for Outstanding Contributions to Reading Research, and in 1999, she was elected to the Reading Hall of Fame.
She has authored or co-authored over 90 published articles and 40 chapters. Her books include Adolescents and Literacies in a Digital World (2002), Content Reading and Literacy: Succeeding in Today's Diverse Classrooms (3rd ed.) (2002), Struggling Adolescent Readers: A Collection of Teaching Strategies (2000); Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy (1999); and Reconceptualizing the Literacies in Adolescents' Lives (1998).
VUE 3 Article: Adolescent Aliteracy: Are Schools Causing It?
Glynda Hull
Glynda Hull is a professor of Language and Literacy, Society and Culture at the Graduate School of Education at the University of California, Berkeley. Her research interests include writing in and out of schools; multi-media technology and new literacies; adult learning and work; and community, school, and university collaborations. In 2003 she received the Berkeley campus's Distinguished Teaching Award. She has twice received the Richard Braddock Memorial Award for the best article of the year in College Composition and Communication. In 2001 she also received from the National Council of Teachers of English their award for best article reporting qualitative or quantitative research related to technical or scientific communication. Recent books include School's Out! Bridging Out-of-School Literacies with Classroom Practice from Teachers College Press (co-edited with Katherine Schultz, 2002); Changing Work, Changing Workers: Critical Perspectives on Language, Literacy, and Skills (1997); and The New Work Order: Behind the Language of the New Capitalism (with J. Gee et al., 1996).
VUE 3 Article: What Is After-School Worth? Developing Literacy and Identity Out of School
Carol Lee
Carol D. Lee is an associate professor of learning sciences and African American studies at the School of Education and Social Policy at Northwestern University. She has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms.
Dr. Lee is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. She has published in numerous journals, including Reading Research Quarterly, Research in the Teaching of English, The Journal of Black Psychology, and the Journal of Negro Education, among others.
Prior to assuming a university career, Dr. Lee taught in both public and private schools. She is a founder and former director of an African-centered independent school in Chicago that is 28 years old, New Concept School. She is also a founder of a newly established African centered charter school, the Betty Shabazz International Charter School. She engages in professional development activity for teachers both locally and nationally.
VUE 3 Article: Literacy in the Academic Disciplines and the Needs of Adolescent Struggling Readers
Mary Neuman
Mary Neuman is the former director of Leadership at the Annenberg Institute for School Reform. She designs, oversees, and facilitates professional-development activities on leadership for teachers, school principals, district administrators, and technical-assistance providers. She was formerly the National Coordinator for the Annenberg Challenge, where she provided technical assistance to Annenberg Challenge sites, served as primary contact to Challenge directors, and structured collaborative networks among the sites. A chemist by training, Dr. Neuman holds a master's degree and a doctorate from Boston University. She has extensive experience teaching science and mathematics at the elementary, secondary, and university levels and was a school and district administrator for eleven years.
Dr. Neuman is the author of numerous publications focusing on the teaching of mathematics and science and on issues around leadership. She has also produced and directed two television series in collaboration with the Annenberg/CPB Channel, and directed the production and coauthored facilitator's guides for four Annenberg Institute video packages.
VUE 3 Article: Adolescent Literacy: Beyond English Class, Beyond Decoding Text
Sanjiv Rao
Sanjiv Rao is a former Senior Associate at the Annenberg Institute for School Reform. His work involves developing professional-learning communities in schools, with a focus on literacy instruction and reform. He holds a B.A. in history from UCLA as well as a California K-8 Multiple Subject Teaching Credential. After four years of elementary teaching in Oakland, California, Sanjiv earned an M.A. in education from the University of California, Berkeley, in language, literacy, and culture. While there, his research interests included examining the literate identities of children, studying literacy in non-school settings, and rethinking traditional notions of intelligence. In addition to classroom teaching experience in California, Texas, and Mexico, Sanjiv has coached and supervised student and intern teachers and has assisted in the design and implementation of ongoing professional development in literacy instruction, assessment, and school leadership.
VUE 3 Article: Adolescent Literacy: Beyond English Class, Beyond Decoding Text
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 3 Article: From the Editor — The Literacy Needs of Adolescents: Going Deeper
Jessica Zacher
Jessica Zacher is a fifth-year doctoral student at the Graduate School of Education at the University of California, Berkeley, in the Department of Language and Literacy, Society and Culture. In the past four years, she has worked as a researcher on adult literacy and community technology projects and been a teaching assistant for undergraduate courses at the university. She taught kindergarten for three years in San Francisco and conducted dissertation research at the same school. Her research and teaching interests include literacy development, identity construction, multimedia literacy issues, youth cultures, and children's literacies in urban settings.
VUE 3 Article: What Is After-School Worth? Developing Literacy and Identity Out of School
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