PERHAPS A GIFT VOUCHER FOR MUM?: MOTHER'S DAY
Zoi A. Philippakos, PhD, is Associate Professor in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Her research interests include reading and writing instruction in K-12 and postsecondary classrooms, strategy instruction with self-regulation, and teacher professional development. Dr. Philippakos is a recipient of the Faculty Research Excellence Award from the College of Education, Health, and Human Sciences and the Provost Award for Professional Promise in Research and Creative Achievement from The University of Tennessee, as well as the Early Career Achievement Award from the Literacy Research Association. She chaired the Writing Task Force for the International Literacy Association and coauthored a Research Advisory titled Teaching Writing to Improve Reading Skills. Dr. Philippakos is coauthor or coeditor of several books and presents her work at national and international conferences. Steve Graham, EdD, is a Regents Professor and the Warner Professor in the Division of Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. For more than 40 years, he has studied how writing develops, how to teach it effectively, and how it can be used to support reading and learning. Dr. Graham’s research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of this research occurring in classrooms in urban schools. Dr. Graham is a recipient of the Thorndike Career Award from Division 15 of the American Psychological Association, the William S. Gray Citation of Merit from the International Literacy Association, and the Exemplary Research in Teaching and Teacher Education Award from Division K of the American Educational Research Association, among other awards. He is the former editor of several journals, including the Journal of Writing Research, and is coauthor or coeditor of several books and three influential Carnegie Corporation reports on writing.
This book does an excellent job of establishing the interrelation of reading and writing. Chapters demonstrate what a network of reading and writing practices looks like in a classroom, how this network can inform instruction, and how this can make the school experience more meaningful to and valued by students. I especially like how the chapters capture such a wide range of compelling issues and topics. I would assign this entire book or selected chapters in a range of secondary education courses on writing. --George E. Newell, PhD, Department of Teaching and Learning (Emeritus), The Ohio State University-
Color Mixing Bible
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