The development program was informed by a team of respected experts whose experiences working with students and study of instructional best practices have positively impacted education. From the evolving role of the teacher to how students learn in a digital age, our authors bring new ideas, innovations, and strategies that transform teaching and learning in today’s competitive and interconnected world. Research shows that increasing student engagement increases student achievement, and our authors have driven the student-centered learning environment that is a cornerstone of this program.
Author’s Perspective notes embedded within the Teacher’s Edition offer point-of-use professional development and expert insights on topics, including incorporating first-language knowledge, building background knowledge, and academic and conversational vocabulary.
Elfrieda “Freddy’ Hiebert, Ph.D. is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She is also a research associate at the University of California, Santa Cruz. Dr. Hiebert received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison. She has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher educator and researcher at the universities of Kentucky, Colorado-Boulder, Michigan, and California-Berkeley. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Professor Hiebert’s research has been published in numerous scholarly journals, and she has authored or edited nine books. Professor Hiebert’s model of accessible texts for beginning and struggling readers— TExT—has been used to develop numerous reading programs that are widely used in schools. Dr. Hiebert is the 2008 recipient of the William S. Gray Citation of Merit, awarded by the International Reading Association; is a member of the Reading Hall of Fame; and has chaired a group of experts on early childhood literacy who served in an advisory capacity to the CCSS writers. Contributions & Expertise in myPerspectives ELA: Vocabulary, Text Complexity, Assessment
Kelly Gallagher teaches at Magnolia High School in Anaheim, California is the former co-director of the South Basin Writing Project at California State University, Long Beach, and the author of Reading Reasons: Motivational Mini-Lessons for the Middle and High School, Deeper Reading: Comprehending Challenging Texts, 4-12, Teaching Adolescent Writers, Readicide: How Schools Are Killing Reading and What You Can Do About It, and Write Like This. He is also a principal author of Writing Coach and iLit (both Pearson). Kelly’s latest book is In the Best Interest of Students (Stenhouse/February 2015). Contributions & Expertise in myPerspectives ELA: Writing, Close Reading, Role of Teacher
Ernest Morrell, Ph.D. is a professor of English Education at Teachers College, Columbia University, and the president-elect of the National Council of Teachers of English (NCTE). He is also the Director of Teachers College’s Harlem-based Institute for Urban and Minority Education (IUME). Dr. Morrell was an award-winning high school English teacher in California, and he now works with teachers and schools across the country to infuse multicultural literature, youth popular culture, and media production into standards-based literacy curricula and after-school programs. He is the author of nearly 100 articles and book chapters and five books, including Critical Media Pedagogy: Achievement, Production, and Justice in City Schools and Linking Literacy and Popular Culture. In his spare time he coaches youth sports and writes poems and plays. Contributions & Expertise in myPerspectives ELA: Assessment, Writing & Research, Student Engagement, Collaborative Learning
Jim Cummins is a professor and Canada Research Chair in the Department of Curriculum, Teaching and Learning of the University of Toronto. Dr. Cummins received his Ph.D. from the University of Alberta, Canada. His research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts. Contributions & Expertise in myPerspectives ELA: ELL, ELD