School of EducationMS-A1720Hamline University1536 Hewitt AvenueSaint Paul, MN 55104
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Peter Johnston is a Professor at the University at Albany-SUNY. He researches the consequences of teaching and assessment practices for the literate lives of children and teachers. He is particularly interested in factors that influence classroom talk and student engagement, and the consequences of teachers' classroom talk for the ways children learn and experience themselves and each other. His current research explores links among engaged reading, teachers' talk, and students' social, emotional, moral, and literate development.
His publications include 11 books, some in multiple languages, the most recent of which are: Choice Words: How our language affects children's learning, Critical literacy/critical teaching: Tools for preparing responsive teachers, RTI in Literacy--Responsive and comprehensive, and Opening Minds: Using language to change lives.
He is currently on the editorial board of Reading Research Quarterly and the Elementary School Journal, and he is a member of the International Reading Association's Literacy Research Panel. He has won numerous awards, including the International Reading Association's Albert J. Harris Award for contributions to research on reading disability, the SUNY Chancellor's Award for Excellence in Research and Creative Activities, the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and he was elected to the Reading Hall of Fame.
Dr. Steven L. Layne is a Professor of Literacy Education at Judson University in Elgin, IL. He is a recipient of the 2001 Milken Foundation’s National Award for Teaching Excellence, a 2001 Edwin A. Hoey Award for U.S. Outstanding Teacher, and a 1999 Reading Teacher of the Year Award in Illinois. His vast experience working at multiple grade levels in public schools allows him a unique camaraderie with teachers and librarians and his award-winning books for children and young adults add another appealing element to his dynamic presentations. He is a frequent keynote speaker at large conferences and gatherings of literacy educators and librarians throughout the world.
Dr. Frank Serafini earned his Ph.D. in Reading Education at Arizona State University, where he is currently Associate Professor of Literacy Education and Children’s Literature. He is the recipient of the 2003 Distinguished New Faculty Award, the 2007 Outstanding Teacher Award from the University of Nevada, Las Vegas, and the 2009 Foundation Award at ASU for Excellence in Teaching. Serafini has authored several books, including: The Reading Workshop, Lessons in Comprehension, Classroom Reading Assessments, and Interactive Comprehension Strategies: Fostering Meaningful Talk About Texts. His book, Looking Closely Along the Shore won an International Reading Association’s Teachers’ Choice Award and Honorable Mention from the Society of School Librarians International. Serafini is also the CEO of Southwest Educational Consultants, Inc.
A literacy consultant, researcher, and author, Jennifer Serravallo is the best-selling author or coauthor of the Heinemann titles Teaching Reading in Small Groups and Conferring with Readers. Her latest book, The Literacy Teacher's Playbook, Grade K-2 and Grades 3-6 helps teachers assess confidently and teach powerfully by sharing Jen's experience with assessment.
Jen worked for eight years as a staff developer and national consultant at the Teachers College Reading and Writing Project at Columbia University. In this capacity, she helped urban, suburban, and rural schools implement exceptional literacy instruction through reading and writing workshops. While working toward her MA at Teachers College, she taught grades 3-5 in two Title I schools with large class sizes, high numbers of ELLs, and an enormous range of learners. These experiences galvanized her to write her Heinemann professional books as well as other professional resources for teachers, including: Independent Reading Assessment for fiction and nonfiction (Scholastic, 2013).
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