Brad Fogo, Ph.D., is Director of Digital Curriculum for the Stanford History Education Group. He also works as a clinical research associate for history education at the Center to Support Excellence in Teaching. A public school history teacher for 9 years, he holds a Ph.D. in curriculum and teacher education from Stanford University.
Martha Hougen, Ph.D. is the principal investigator of the College and Career Readiness Initiative: English/Language Arts Faculty Collaborative. Hougen’s recent work focuses on improving preservice teacher education by providing university teacher educators with ongoing professional development and collaborative opportunities. She has worked with struggling readers as a general and special education teacher and administrator and as a university faculty member. She consults with state departments, universities, and school districts across the country on teacher education, reading, and special education.
Leslie C. Novosel, Ph.D., is an assistant professor in the College of Education, University of Hawai'i at MÄnoa; she received her doctorate from the University of Kansas. Dr. Novosel is a former special educator and reading teacher for incarcerated youth with disabilities. Dr. Novosel is driven to improve the literacy and life outcomes of vulnerable adolescents who are at risk of school failure. She credits the editor of this book, Dr. Martha Hougen, for her guidance and inspiration.
Susan M. Smartt, Ph.D., is Senior Research Associate, National Comprehensive Center for Teacher Quality, Vanderbilt University. She also teaches reading courses and provides consulting and professional development services to states and local school districts.
Timothy Shanahan, Ph.D., is Distinguished Professor of Urban Education at the University of Illinois at Chicago where he is Director of the UIC Center for Literacy. Previously, he was Director of Reading for the Chicago Public Schools, serving 437,000 children. His research focuses on the relationship of reading and writing, school improvement, the assessment of reading ability, and family literacy. He has published more than 200 research, articles, chapters, and books on literacy.
Stephen Ciullo, Ph.D., Assistant Professor, Texas State University, and Meadows Center for Preventing Educational Risk, College of Education, 601 University Drive, San Marcos, TX 78666. Dr. Ciullo is an assistant professor of Special Education at Texas State University and a researcher for the Meadows Center for Preventing Educational Risk. His current research involves interventions to enhance content-area learning and reading comprehension for students with learning disabilities and Emotional or Behavioral Disorders.
Colleen Klein Reutebuch, Ph.D., Research Associate, The University of Texas, The Meadows Center for Preventing Educational Risk, College of Education, 1 University Station D4900, SZB 228, Austin, TX 78712. Dr. Reutebuch has experience coordinating and managing large-scale research projects funded by the Institute of Education Sciences, as well as grants related to state and federally funded professional development and technical assistance in reading success initiatives.
Jennifer B. Wick Schnakenberg, Ph.D., is the principal investigator for the Texas Literacy Initiative at the Vaughn Gross Center for Reading and Language Arts and the project director for Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin. Her research interests include teacher effectiveness, the impacts of professional development on teacher learning and student achievement, interventions for students with reading difficulties at all ages, and how leadership influences school culture and climate.
Cynthia Shanahan is Professor Emerita in the Department of Curriculum and Instruction at the University of Illinois-Chicago. She is also a principal investigator for Project READI and Institute of Education Sciences-funded reading comprehension grant. The focus of her research is on disciplinary literacy.
Leslie S. Rush, M.Ed., Ph.D., is Associate Dean for Undergraduate Programs in the College of Education at the University of Wyoming. An experienced English teacher and English teacher educator, Dr. Rush is the co-editor of English Education, the journal of the Conference on English Education. Her research interests include disciplinary literacy, literacy coaching, and adolescent literacy.
Abby Reisman, PhD., is an assistant professor at the University of Pennsylvania who focuses on historical thinking and adolescent literacy. Her most recent inquiries center on teacher preparation around high-leverage practices, such as text-based discussion, and the design and interpretation of Common Core aligned history assessments. With Brad Fogo, she developed the Reading Like a Historian curriculum (youtube.com/watch?v=wWz08mVUIt8), a document-based curriculum that engages students in historical inquiry. She works with districts across the country on helping teachers implement the Reading Like a Historian approach.
Dolores Perin, Ph.D., is Professor of Psychology and Education in the Department of Health and Behavior Studies at Teachers College, Columbia University. She directs the Reading Specialist master program, which prepares students for state certification as teachers of literacy. Her research interests include the education of struggling readers and writers through the lifespan. Dr. Perin received a Ph.D. in psychology from the University of Sussex in the United Kingdom and is a licensed psychologist with practical experience with individuals who have reading and writing difficulties.
Neva Cramer, Ph.D., specializes in learning and teaching through the arts. With a background in the performing arts and education, Dr. Cramer has combined her interests and studies to promote literacy and learning through the arts at state, national, and international conferences and through her research and publications. She was recently awarded the Elmore Whitehearst Award for Creative Teaching at Schreiner University, where she is an assistant professor and the director of education.
Desirée Pallais, M.A., is an independent consultant serving the needs of educators who work with bilingual and English language learners. Ms. Pallais formerly worked at the Meadows Center for Preventing Educational Risk and provided online supports for teachers. In her native Nicaragua, she founded and directed an innovative school; taught college; and supported national initiatives in curriculum, training, and evaluation. Currently, she assists reading reform efforts in Latin America.
Pamela Bell, Ph.D., has over 40 years of experience in special education and in national, state, and regional school improvement initiatives. Dr. Bell directs the Response to Intervention Institute at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin. She is interested in preventing learning difficulties through effective response to intervention implementation and in improving educational outcomes for youth in foster care.
Hannah R. Gerber, Ph.D., is an assistant professor in the Department of Language, Literacy, and Special Populations at Sam Houston State University. Her scholarship focuses on the ecologies and pedagogies afforded through video-gaming practices among adolescents. She is the author of forthcoming books Game Night at the Library (Gerber & Abrams, VOYA Press) and Qualitative Methods for Researching Online Learning (Gerber, Abrams, Curwood, & Magnifico, Sage) and the edited volume Building Literate Connections Through Video Games and Virtual Environments: Practical Ideas and Connections (Gerber & Abrams, Sense Publishers). She is the founding co-editor of the Sense book series Gaming Ecologies and Pedagogies.
Jane M. Hunt, Ed.D., is a clinical assistant professor in the Teaching, Learning and Leading with Schools and Communities Teacher Preparation Program at Loyola University, Chicago. She has over 30 years of experience in education, including teaching in elementary and middle school classrooms, serving as a reading specialist and consultant, and working with teacher candidates and school partners as a university professor. Dr. Hunt's research and teaching focuses on preparing literacy teachers to enter the field with the knowledge, skills, and commitment required to be able to meet the needs of all learners, primarily those in at-risk populations.
