In Press 2008

 

• Anderson, R., Conley, M., & Roehler, L. (in preparation, for publication in 2010). Assessment and literacy instruction for all students. New York: Allyn and Bacon.

 

• Bouck, E. C., Okolo, C. M., Englert, C. S., & Heutsche, A. (in press). Cognitive like apprenticeship into the discipline: Helping students with disabilities think and act like historians. Learning Disabilities: A Contemporary Journal.

 

• Caughlan, S. C., Juzwik, M. M., & Adler, M. (in press). From Research to Practice: Recontextualizing the CLASS Program Across Boundaries. English Education.

 

• Conley, M. (in press, 2008). Cognitive strategies for adolescents:  What we know about the promise, what we don't know about the potential. Harvard Educational Review.

 

• Conley, M. (in press, 2008) Literacy assessment for adolescents: What's fair about it? In K. Hinchman and H. Thomas (Ed.s), Best practices in adolescent literacy instruction.(pp.  297-312). New York: Guilford.

 

• Conley, M. (in press, 2008). Improving Adolescent Comprehension: Developing Comprehension Strategies in the Content Areas. S. Israel and G. Duffy (Eds.), Handbook of Research on Reading Comprehension. (pp. 1121-1157). New York: Erlbaum.

 

• Conley, M., Freidhoff, J., Sherry, M., & Tuckey, S. (in press, 2008). Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need. New York: Guilford.

 

• Conley, M., Freidhoff, J., Gritter, K., and Van Duinan, D. (in press, 2008). Strategies that improve adolescents’ performance with content area texts. In M. Conley, J. Friedhoff, M. Sherry, and S. Tuckey (Ed), Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need. (pp. 88-103). Proceedings of the second annual conference of the Literacy Achievement Research Center. New York: Guilford.

 

• Dail, R., McGee, L., & Edwards, P. A. The role of community book club in family literacy. The Reading Teacher.

 

• Damico, J. & Rosaen, C. L. (in press). Creating epistemological pathways to a critical citizenry: Examination of a fifth-grade discussion of freedom. Teachers College Record.

 

• Duke, N. K., & Martin, N. M. (in press). Comprehension instruction in action: The elementary classroom. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research-based best practices. New York: Guilford.

 

• Duke, N. K., & Billman, A. K. (in press). Informational text difficulty for beginning readers. To appear in E. H. Hiebert & M. Sailors (Eds.). Finding the right texts for beginning and str uggling readers: Research-based solutions. New York: Guilford.

 

• Edwards, P. A. (in press).  It’s time for straight talk: When White teachers teach in multicultural settings.  Portsmouth, NH: Heinemann.

 

• Edwards, P. A. (in press). Tapping the potential of parents: A strategic guide to boosting student achievement through family involvement.  New York: Scholastic.

 

• Edwards, P. A., Paratore, J., & Roser, N. (in press). Family literacy: Recognizing cultural significance. In L. M. Morrow, R. Rueda, & D Lapp (Eds.), Handbook on Research on Literacy Instruction: Issues of Diversity, Policy, and Equity.  New York: Guilford Press.

 

• Edwards, P. A., & Turner, J.D. (in press).  Old tensions, new visions: Implications for teacher education programs, K-12 schools, and family literacy programs.  In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany, NY: SUNY Press.

 

• Edwards, P. A., & Turner, J.D. (in press).  Do you hear what I hear?  Using parent stories to listen to and learn from African American parents.  In M. L. Dantas & P. Manyak (Eds.), Connecting & Learning with/from families: Disrupting deficit views.  New York: Guilford Press.

 

• Edwards, P. A., & Turner, J.D. (in press).  Family literacy and reading comprehension.  In S. E. Israel & G. G. Duffy (Eds.), Handbook of Research on Reading Comprehension.  Mahwah, NJ: Lawrence Erlbaum Associates.

 

• Edwards, P. A., Turner, J. D., & Mokhtari, K (in press). Balancing the assessment: Learning and learning in support of student literacy achievement.  The Reading Teacher. 
• Edwards, P. A., Turner, J. D., Barnes, C. J., & McMillon, G. T.  Seeing reading and writing through the photographs of linguistically and culturally diverse students.  Reading Research Quarterly.  (Refereed Article)

 

• Edwards, P.A., & Lynch, J. The role of family teaching: A focus on questioning during parent-child interactions.  The Reading Teacher (Refereed Article)

 

• Englert, C. S., Mariage, T. V., Okolo, C. M., Shankland, R. Moxley, K., Courtad, C. A., Meier, B. O’Brien, J. C., Martin, N., & Hsin-Yuan, C. (in press). The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Notetaking, Planning, and Writing Expository Texts, Assessment for Effective Intervention.

 

• Englert, C.S., Okolo, C.M., & Mariage, T.V. (in press). Content  Area Reading and Writing across the Curriculum. In G. Troia (Ed.), Writing Instruction and Assessment for Struggling Writers: From Theory to Evidence-Based Practices. Guilford press.

 

• Florio-Ruane, S., Highfield, K., & Pardo, L. (Eds.). (in process). The Still Point in the Turning World: Case Studies of Effective Literacy Teachers in an Era of Educational Reform (prospectus will be submitted for review to publisher this spring)

 

• Florio-Ruane, S. (in press). Shifting Position: Its Educational Risk and Value. In McVee, M., Brock, C., & Glazier, J. (Eds.). Sociocultural positionings in literacy research: Exploring discourse, culture, narrative, and power. Cresskill, NJ: Hampton Press.

 

• Florio-Ruane, S. (in press). Brewing a Crisis: Literacy Teaching and the Defense of a Nation. In McGillivray, L. (Ed.). Literacy and Crisis. Mahwah, NJ: Erlbaum.

 

• Juzwik, M. M. (in press). The rhetoric of teaching: Understanding the dynamics of Holocaust narratives in an English classroom. Discourse and Social Processes Series. Hampton Press.

 

• Li, G., & Edwards, P. A.  Best practices in second language instruction. New York: Guilford Press. (In preparation).

 

• Li, G. (Ed. forthcoming). Multicultural families, home literacies, and mainstream schooling. Albany, NY: SUNY Press.

 

• Li, G., & Wang, L. (Eds., in press). Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Information Age Publishing.

 

• Li, G., & Ni, X. (submitted to Fujian Education 2/12/08). Information Technology Integration in Meaning-based EFL Curriculum Design: Theory and Practice, Fujian Education.

 

• Li, G. (submitted to AEQ 1/3, 08). Behind the “model minority” mask: A cultural ecological perspective on a high achieving Vietnamese youth’s identity and socio-emotional struggles. Anthropology & Education Quarterly.

 

• Li, G. (forthcoming). Race, Class, Gender, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America’s Inner City. Reading & Writing Quarterly. Special issue on poverty and reading, by Nathalis Wamba.

 

• Li, G. (forthcoming). Facets of home literacy practices: Learning from Asian families. In M. L. Dantas and P. Manyak (Eds.), Learning from and with diverse families: School-home connections in a multicultural society. Mahwah, NJ: Lawrence Erlbaum.

 

• Liu, X. & Li, G. (forthcoming). Equity and equality in Asian American science education: Unpacking the model minority myth. In Wolff-Michael Roth & Ken Tobin (Eds.), World of Science Education: North America. Rotterdam, The Netherlands: Sense Publishers .

 

• Li, G. (forthcoming). Asian immigrant parents and North American schools: Cultural conflicts and compromises on literacy education. In Thomas Caron (Ed.), Literacy learning and teaching in test-driven times: Clashes and compromise.

 

• Li, G. (forthcoming). Toward a situated perspective on multicultural families and their home literacy practices. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany: SUNY Press.

 

• Li, G. (forthcoming). Family literacy: Learning from an Asian immigrant family. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany: SUNY Press. [reprint]

 

• Li, G. (forthcoming). The “majority in the minority”: Literacy practices of low-ses white families in an inner city neighbourhood. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany: SUNY Press.

 

• Li, G., & Wang, L. (in press). Introduction: The old myth in a new time. In G. Li & L. Wang (Eds.), Model minority myth revisited: An interdisciplinary approach to demystifying Asian American education experiences. Charlotte, NC: IAP.

 

• Li, G., & Wang, L. (in press). Other people’s success: impact of the “model minority” myth on underachieving Asian Students in North America. In G. Li & L. Wang (Eds.), Model minority myth revisited: An interdisciplinary approach to demystifying Asian American education experiences. Charlotte, NC: IAP.

 

• Li, G., & Wang, W. (in press). English language learners. In T. Good (Ed.,), 21st Century Education: An Encyclopedia. Thousand Oaks, CA: Sage.

 

• Lundeberg. M.A., and Mohan, L. (in press).   Gender issues and schooling.  In Good, T. (Ed), Vol.2 VI Alternative Approaches, 21st Century Education.  Thousand Oaks, CA: Sage Publications.

 

• Lundeberg. M.A., and Mohan, L., Gender and cross-cultural differences in confidence (in press).  In Graesser, A., Dunlosky, J. and Hacker, D. (Eds.) Handbook of Metacognition in Education. Mahwah, NJ:  Lawrence Erlbaum Associates.

 

• McConnell, T. J., Zhang, M., Koehler, M., Lundeberg, M., Parker, J., & Eberhardt, J.  (in press).  Seeing practice through new eyes: Using videotaped records to support teacher reflection.  Journal of Staff Development.

 

• Mohan, L., Lundeberg. M.A., and Reffitt, K. (in press) Studying Teachers and Schools: Michael Pressley’s Legacy and Directions for Future Research. In Educational Psychologist, Special Issue Title: Michael Pressley’s Contributions to Educational Psychology: Impact and Future Directions, Graham, S. & Harris, KR. (Eds.)

 

• Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J., Hilden, K., Park, Y., Zhang, S., Mohan, L., Reffitt, K., Bogaert, L. R., Reynolds, J., Golos, D., Solic, K., & Collins, S. (in press). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. Gutkin & C. R. Reynolds (Eds.), The Handbook of School Psychology, Fourth Edition. NY: Wiley.

 

• Pu, J., Curcic, S., Wolbers, K., Juzwik, M. M. (in press). What have we learned from 15 years of research on bilingual writing education in PreK-12? Proceedings of the 2006 Michigan Association of Teacher Educators Conference.

 

• Troia, G. A., Shankland, R. K., & Wolbers, K. A. (in press). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly: Overcoming Learning Difficulties.

 

• Troia, G. A. (Ed.). (in press). Writing instruction and assessment for struggling writers: From theory to evidence-based practices. New York: Guilford Press.

 

• Troia, G. A., Lin, S. C., Monroe, B. W., & Cohen, S. (in press). The effects of writing workshop instruction on the performance and motivation of good and poor writers. In G. A. Troia (Ed.), Writing instruction and assessment for struggling writers: From theory to evidence-based practices. New York: Guilford Press.

 

• Weizman, A. Covitt, B.A., Koehler, M.J., Lundeberg, M.A., Oslund, J.A., Low, M.R., Eberhardt, J., Urban-Lurain, M. (in press) Using Concept Maps to Measure Changes in Teachers’ Learning from a Problem-Based Learning Approach to Professional Development in Science Education. International Journal of Problem-Based Learning.

 

• Zhao, Y., Li, G., Mishra, P., Shakrani, S., Okano, K., & Lei, J. (contracted). Handbook of  Asian Education: A Cultural Approach. New York: Routledge.

 

 

 Published 2008

 

• Brock, C., Case, R., Pennington, J., Li, G., & Salas, R. (2008). Using a multimodal theoretical lensto explore studies pertaining to English learners in the visual and communicative arts. In J. Flood, S. Brice-Heath, and D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. Mahwah, NJ: Lawrence Erlbaum.
• Certo, J., Cauley, K., Moxley, K. & Chafin, C. (2008). An argument for authenticity: Adolescents’ perspectives of standards-based reform. The High School Journal, 91(4), pp. 26-39.

 

• Conley, M. (2008). Content literacy instruction: Learners in context.  New York: Allyn and Bacon.

 

• Edwards, P.A., & McMillon, G.M.T. (2008). Making vital home-school connections: Utilizing parent stories as a “lifeline” for developing successful early literacy experiences.  In A. DeBruin-Parecki, (Ed.), Here’s how, here’s why: Developing early literacy skills (pp. 87-99). Baltimore, MD: Paul H. Brookes Publishing Company, a division of High/Scope Educational Research Foundation.

 

• Edwards, P.A.& McMillon, G.M.T. (2008).  Examining shared domains of literacy in the home, church and school of African American children.  In James Flood, Shirley Brice Heath, and Diane Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II, (pp. 319-328). New York: Lawrence Erlbaum Associates.

 

• Florio-Ruane, S. & Williams, L.G. (Spring, 2008) Uncovering Paths to Teaching: Teacher Identity and the Cultural Arts of Memory in Special issue of the Teacher Education Quarterly: Teacher identity as useful frame for the study and practice of teacher education.

 

• Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.

 

• Lu, X. & Li, G.  (2008). Motivation and achievement in Chinese language learning: A comparative analysis of heritage and non-heritage college students in mixed classrooms in the United States. In Agnes Weiyun He & Xiao Yun (Eds.), Chinese as a heritage language. Hawaii: NFLRC.

 

• Olinghouse, N. G., Zheng, J., & Reed, D. M. (2008). Preparing students for large-scale writing assessments. In G. Troia (Ed.), Writing research we have, Writing research we need. New York: Guilford. Manuscript in preparation.

 

• Olinghouse, N. G., Zheng, J., & Morlock, L. (2008). State writing assessments: Inclusion of motivational factors in writing tasks. Manuscript submitted for publication.

 

• Pressley, M. and Lundeberg, M.A.  (2008) An invitation to study professionals reading professional-level texts:  A window on exceptionally complex, flexible reading. In Cartwright, K. B. (Ed.) . Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning.  NY: Guilford.  

 

• Rosaen, C. & Florio-Ruane, S. (2008). The metaphors by which we teach: Experience, metaphor and culture in teacher education.  M. Cochran-Smith, S. Feiman-Nemser & J. McIntyer (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts, Third Edition 706-731. Association of Teacher Educators.

 

 

 

- 2007 LARC Publications

- 2006 LARC Publications

- 2005 LARC Publications

- 2004 (and before) LARC Publications