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GIsML

ANNEMARIE SULLIVAN PALINCSAR

 

Office Address:                   Room 4121

                                          School of Education

                                          University of Michigan

                                          610 East University

                                          Ann Arbor, Michigan  48109-1259

 

Phone:                               (734) 647-0622

Fax:                                   (734) 936-1606

E-mail:                              annemari@umich.edu

 

EDUCATION:                  Ph.D., Education, University of Illinois at Urbana-Champaign, May, 1982.

 

                                          M.S., Department of Special Education, University of Illinois at Urbana-Champaign, May, 1974.

 

                                          B.S., Department of Special Education, Fitchburg State College, Massachusetts, May, 1972. (Graduated summa cum laude)

 

CERTIFICATES:               Massachusetts Special Class Teacher, Educable Mentally Handicapped, Trainable Mentally Handicapped (Type 56)

 

                                          Illinois Special K-12: Learning Disabilities, Social/Emotional Disorders, Educable Mentally Handicapped (Type 10)

 

                                          Illinois Administrative K-12: General Supervisory, General Administrative (Type 75)

 

PROFESSIONAL EXPERIENCES:

1993-present                     Professor, University of Michigan, Educational Studies

                                          Prepare teachers, teacher educators, and researchers to work in the areas of literacy, mild handicapping conditions, children at risk. Conduct research on literacy learning in the context of inquiry-based science instruction, instructional interventions to support struggling readers' comprehension of complex text.

 

1994 - present                   Jean and Charles Walgreen Jr., Professor of Reading and Literacy in 1994.

 

1998 - 2002                       Associate Dean of Graduate Affairs

 

1989-1993                         Associate Professor, University of Michigan, Educational Studies.

                                         

1987-1989                         Associate Professor, Michigan State University

 

1983-1987                         Assistant Professor, Michigan State University,

 

1982-1983                         Visiting Assistant Professor, University of Illinois at Urbana-Champaign.

 

1981-1982                         Research Assistant, Center for the Study of Reading.

 

1979-1981                         Teaching Assistant, Department of Special Education, University of Illinois

 

1977-1979                         Program Supervisor, Sangamon Area Special Education District, Springfield, Illinois.

 

                                          Developed, implemented and evaluated programs for children with learning problems, behavior disorders, and mental handicaps.  Provided assistance to and supervised 40 teachers serving approximately 800 students (K-12).  Consulted with general educators, parents, and administrators.  Co-authored 94-142 grant proposals. Recruited and recommended employees.

 

1974-1976                         Teacher, Athens School District, Athens, Illinois, assessed and taught students (K-7) with learning and behavior problems. 

 

GRANTS (from 1990)

Anderson, A., & Palincsar, A. S. (August, 1989-1994).  Teaching for Conceptual Understanding and Self-Regulation through collaborative problem solving.  funded by the National Science Foundation  ($612,000).

 

Palincsar, A. S., Englert, C. S., Raphael, T. E., & Gavelek, J. (1989-1994).  Transforming the Learning Disabled into Self-Regulated Learners:  The Construction, Implementation, and Validation of a sustainable Early Literacy Curriculum.  Funded by the Office of Special Education and Rehabilitative Services ($572,000).

 

Palincsar, A. & Magnusson, S. (1993-1994).  Problem Driven Inquiry in the Elementary School.  Funded by The National Center for Science Teaching and Learning ($60,452).

 

Magnusson, S. & Palincsar, A. S. (1995-1996). Constituting learning communities of teachers as a model of professional development to enhance guided inquiry science teaching. Eisenhower Higher Education Professional Development Grant ($84,110)

 

Palincsar, A. S. & Magnusson, S. J. (1996-1998). Three Activity Settings Supporting Communities of Practice among Teachers. Spencer/MacArthur Foundations.

 

Palincsar, A. S. & Magnusson, S. (1997-2000). Investigating and teaching reading to learn to promote scientific literacy in guided inquiry science instruction.

James S. McDonnell Foundation ($443,755)

 

Palincsar, A. S. & Magnusson, S. (1997-1998). Developing inquiry-based science teaching practice: First-hand investigations. Eisenhower Higher Education Professional Development Grant  ($116,000)

 

Palincsar, A.S. & Magnusson, S. J. (1997-2002). Students with disabilities in Guided Inquiry Science supporting Multiple Literacies. USDOE ($615,458)

 

Palincsar, A. S., Magnusson, S. J., OÕConnor, C. (1999-2000). Spencer School Reform Planning Grant. Spencer Foundation ($50,000)

 

Palincsar, A. S. & Magnusson, S. J. (1999-2000). Preparing elementary school teachers to use text during guided inquiry science instruction. Dwight D. Eisenhower Professional Development Award ($90,000)

 

Palincsar, A. S. & Magnusson, S. J. (2000-2002). The Development of Innovative Texts to Support Guided Inquiry Science. National Science Foundation ($399,785)

 

Palincsar, A. S. & Magnusson, S. J. (2002-2005). The influence of first and second hand investigations on learning opportunities and outcomes in inquiry-based science in the elementary school. The National Science Foundation ($856,446).

 

Dalton, B. & Palincsar, A. S. (2002-2005). Reading to learn: Investigating general and domain specific prompts in a technology rich environment with diverse readers learning from informational text. Institute of Education Sciences

 

Palincsar, A. S., Spiro, R. J., Magnusson, S. J. (2003-2005). Scaling expert knowledge and practice for teaching elementary school students. The National Science Foundation ($998,708).

 

Palincsar, A. S., & Magnusson, S. J. (2004-2006). Supporting literacy coaches to teach middle school subject matter teachers to help their students learn subject matter from informational texts. The Carnegie Corporation of New York. ($405,900)

 

SELECTED AWARDS AND HONORS

Teacher-Scholar Award, Michigan State University, 1986

Early Contribution Award, American Psychological Association, 1988

Raymond B. Cattell Early Career Award for Programmatic Research, American Educational Research Association, 1991

              Fellow, International Academy for Research in Learning Disabilities, 1992-

              Senior Fellow in the Society of Fellows at the University of Michigan, 1993-1996

             Spencer Foundation Mentor, 1994-1996

             University of Michigan, Rackham Graduate School Faculty Award, 1994

             University of Michigan, Career Development Award, 1994

             University of Illinois, Distinguished Alumni Award, 1999

             University of Canterbury Fellow, 2003

 

 

Publications

Articles

 

Brown, A. L. & Palincsar, A. S. (1982).  Inducing strategic learning from texts by means of informed, self-control training.  Topics in Learning and Learning disabilities, 2 (1), 1-17.

 

Palincsar, A. S. & Brown, A. L. (1984).  Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.  Cognition and Instruction, 1 (2), 117-175.

 

Palincsar, A. S. (1986).  The role of dialogue in providing scaffolded instruction.  Educational Psychologist, 21 (1 & 2), 73-98.

 

Palincsar, A. S. (1986).  Metacognitive strategy instruction.  Exceptional Children, 53 (2), 118-124.

 

Palincsar, A. S. & Brown, A. L. (1986).  Interactive teaching to promote independent learning from text.  The Reading Teacher, 39 (8), 771-777.

 

Paris, S. G., Wixson, K. & Palincsar, A. S. (1986).  Instructional approaches that promote improved comprehension.  In E. Z. Rothkopf (Ed.)  Review of Research in Education Vol. 13 (pp. 91-128).  Washington, D.C.:  American Educational Research Association.

 

Palincsar, A. S. & Brown, D. S. (1987).  Enhancing instructional time through attention to metacognition.  Journal of Learning Disabilities, 20 (2), 66-75.

 

Palincsar, A. S. (Jan., 1987).  Reciprocal teaching:  Can student discussions boost comprehension?  Instructor, 56-60.

 

Palincsar, A. S., Brown, A. L. & Martin, S.  (1987).  Peer interaction in reading comprehension instruction.  Educational Psychologist, 22 (3 & 4), 231-253.

 

Reeves, R., Palincsar, A. S. & Brown, A. L. (1987).  Everyday and academic thinking:  Implications for learning and problem solving.  Journal of Curriculum Studies, 19 (2), 123-134.

 

Gavelek, J. R. & Palincsar, A. S. (1988).  Contextualism as an alternative worldview of learning disabilities:  A response to Swanson's "Toward a metatheory of learning disabilities."  Journal of Learning Disabilities, 21 (5), 278-281.

 

Palincsar, A. S. & Brown, A. L. (1988).  Teaching and practicing thinking skills to promote comprehension in the context of group problem solving.  Remedial and Special Education, 9 (1), 53-59.

 

Palincsar, A. S., & Ransom, K. (1988).  From the mystery spot to the thoughtful spot:  The instruction of metacognitive strategies.  The Reading Teacher, 41 (8) 784-789.

 

Palincsar, A. S., Ransom, K., & Derber, S. (1988).  Collaborative research and development of reciprocal teaching.  Educational Leadership, 46 (4), 37-40.

 

Palincsar, A. S., Stevens, D. D. & Gavelek, J. R. (1989).  Collaborating with teachers in the interest of student collaboration.  International Journal of Research in Education, 13, 41-53.

 

Palincsar, A. S. (1989).  Less charted waters:  A response to Seeley-Brown, Collins, & Duguid's "Situated Cognition and the Culture of Learning."  Educational Researcher, 18 (4), 5-7.

 

Palincsar, A. S. & Winn, J., Editors (1990).  Alternative Models of Assessment Informed by Alternative Conceptions of Achievement and Reasoning. International Journal of Educational Research, 14 (5).

 

Palincsar, A.S. (1990).  Providing the context for intentional learning. Remedial and Special Education, 11 (6), 36-40.

 

Blumenfeld, P. C., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. & Palincsar, A. (1991). Motivating project-based learning. Educational Psychologist, 26 (3 & 4), 369-398.

 

Palincsar, A.S., David, Y., Winn, J., & Stevens, D. (1991). Examining the contexts of strategy instruction. Remedial and Special Education, 12 (3), 43-53.

 

Englert, C.S. & Palincsar, A.S. (1991). Reconsidering instructional research in literacy from a sociocultural perspective. Learning Disabilities Research and Practice, 6 (4), 225-230.

 

Palincsar, A.S. & Klenk, L. (1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25 (4) 211-225, 229.

 

Palincsar, A. S., Klenk, L., Anderman, E., Parecki, A., & Wilson, A. (1992).  Exploring zones of proximal development for literacy acquisition with young children identified as learning disabled. Exceptionality Education Canada, 1 (3), 105-125.

 

Palincsar, A.S., Anderson, C.A., & David, Y.M. (1993). Pursuing scientific literacy in the middle grades through collaborative problem solving.   Elementary School Journal , 93 (5), 643-658.

 

Palincsar, A.S. & Klenk, L. (1993). Broader Visions Encompassing Literacy, Learners, and Contexts. Remedial and Special Education, 14 (4), 19-25. 

 

Palincsar, A.S. & McPhail, J. (1993).  A critique of the metaphor of distillation in  "Toward a Knowledge Base for School Learning." Review of Educational Research, 63 (3), 327-334.

 

Palincsar, A.S., Editor (1994).  Bringing a sociocultural perspective to literacy research in special education. Learning Disabilities Quarterly, 16 (4 and 5). 

 

Magnusson, S. & Palincsar, A.S. (1995). Learning environments as a site of science education reform: An illustration using interdisciplinary guided inquiry. Theory into Practice, 34, (1) 43-50.

 

Palincsar, A. S., Parecki, A., & McPhail, J. (1995). Friendship and literacy through literature. Journal of Learning Disabilities, 28 (8), 503-511.

 

Palincsar, A. S. & Perry. N. (1995). Developmental, cognitive, and sociocultural perspectives on assessing and instructing reading. School Psychology Review, 24 (3), 331-345.

 

Palincsar, A. S. (1996). Language minority students:  Instructional issues in school cultures and classroom social systems. The Elementary School Journal, 96 (3), 221-227.

 

Anderson, C. W., Holland, J. D., & Palincsar, A. S. (1997). Social and canonical approaches to research and reform in science education. The Elementary School Journal, 97 (4), 357-381.

 

Palincsar, A. S. (1997). Introduction. Review of Educational Research, 67 (4), 373-375.

 

Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, (49), 345-375.

 

Palincsar, A. S. (1998). Keeping the metaphor of scaffolding fresh. A response to C.A. Stone's, The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31 (4), 370-374.

 

Palincsar, A. S., Magnusson, S. J., Marano, N., Ford, D., and Brown, N. (1998).  Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14 (1), 5 - 19.

 

McPhail, J. C. & Palincsar, A. S. (1998). The search for understanding of learning disabilities: A response to Kavale and Forness. Learning Disability Quarterly, 21 (4), 297-306.

 

Herrenkohl, L., Palincsar, A. S., DeWater, & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. The Journal of the Learning Sciences, 8 (3&4), 451-494.

 

Palincsar, A. S. (1999). Applying a sociocultural lens to the work of a transition community. Discourse Processes, 27 (2), 161-171.

 

Palincsar, A. S., Collins, K. M., Marano, N. L., & Magnusson, S. J. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, Speech, and Hearing Services in the Schools, 31, 240-251.

 

Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Promoting deep understanding of science in students with disabilities in inclusion classrooms. Learning Disabilities Quarterly, 24 (1), 15-32.

 

Kurth, L. A.,, Anderson, C. A., & Palincsar, A. S. (2002). The case of Carla: Dilemmas of helping all students to understand science. Science Education, 86, 287-313.

 

Palincsar, A. S. & Herrenkohl, L. (2002). Designing Collaborative Learning Contexts. Theory into Practice, 41 (1), 26-32.

 

Cutter, J., Palincsar, A. S. & Magnusson, S. J. (2002). Supporting inclusion through case-based vignette conversations. Learning Disabilities Research and Practice, 17 (3), 186-200.

 

Hapgood, S., Magnusson, S. J., & Palincsar, A. S. (in press). Teacher, text, and experience mediating children's learning of scientific inquiry. To appear in Journal of the Learning Sciences.

 

Palincsar, A. S. & Duke, N. C. (in press). The Role of Text and Text/Reader Interactions in Young ChildrenÕs Reading Development and Achievement. To appear in Elementary School Journal.

 

Chapters

 

Brown, A. L., Palincsar, A. S & Armbruster, B. (1984).  Inducing comprehension-fostering activities in interactive learning situations.  In H. Mandel, N. Stein, & T. Trabasso (Eds.), Learning from Texts.  Hillsdale, N.J.:  Lawrence Erlbaum.

 

Palincsar, A. S. (1984). The quest for meaning from expository text:  A teacher guided journey. G. Duffy, L. Roehler, & J. Mason (Eds.), Comprehension Instruction:  Perspectives and Suggestions.  New York:  Longman, Inc.

 

Palincsar, A. S. & Brown, A. L. (1985). Reciprocal teaching: Activities to promote "reading with your mind." In T. L. Harris & E. J. Cooper (Eds.)  Reading, Thinking, and Concept Development: Strategies for the Classroom, New York:  The College Board.

 

Palincsar, A. S. & Brown, A. L. (1985). Reciprocal teaching: A means to a meaningful end. In J. Osborn, P. Wilson, & R. C. Anderson (Eds.)  Reading Education: Foundations for a Literate America (pp. 2199-310).  Lexington, MA:  Lexington Books.

 

Brown, A. L., Palincsar, A. S. & Purcell, L.  (1985). Poor readers:  Teach, don't label.  U. Neisser (Ed.), The Academic Performance of Minority Children:  New Perspectives  (pp. 105-143). Hillsdale, N.J.: Lawrence Erlbaum.

 

Brown, A. L. & Palincsar, A. S. (1987). Reciprocal teaching of comprehension strategies.  A natural history of one program for enhancing learning.  In J. Borkowski and J. d. Day (Eds.) Intelligence and Cognition in Special children:  Comparative Studies of Giftedness, Mental Retardation and Learning Disabilities (pp. 81-132). New York: Ablex.

 

Englert, C. S. & Palincsar, A. S. (1988). The reading process.  In D. K. Reid (Ed.)  Teaching the Learning disabled:  A Cognitive Development Approach (pp. 162-188).  New York: Allyn & Bacon, Inc.

 

Palincsar, A. S. & Brown. A. L. (1988). Advances in improving the cognitive performance of handicapped students. In M. C. Wang, M. C. Reynolds & H. J. Walberg (Eds.)  Handbook of Special Education: Vol. 1.  Research and Practice (pp. 93-112). New York:  Pergamon Press.

 

Palincsar, A. S. & Englert, C. S. (1988). Teaching learning disabled students to read.  In D. K. Reid (Ed.) A Cognitive Developmental Approach to Instruction for the Learning disabled (pp. 190-214). New York: Allyn & Bacon, Inc.

 

Wang, M. C. & Palincsar A. S. (1989). Teaching students to assume an active role in their learning. In M. C. Reynolds (Ed.) Knowledge Base for the Beginning Teacher (pp. 71-84). New York:  Pergamon Press.

 

Brown, A. L. & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.) Knowing, Learning and Instruction:  Essays in Honor of Robert Glaser. Hillsdale, N. J.: Lawrence Erlbaum.

 

Palincsar, A. S., & Brown, A. L. (1989). Classroom dialogues to promote self-regulated comprehension. J. Brophy (Ed.), Teaching for Meaningful Understanding and Self-regulated Learning, Vol. 1. Greenwich, CT: JAI Press.

 

Palincsar, A. S., & Brown, A. L. (1989). Instruction for self-regulated reading.  In L. Resnick & L. Kloepfer (Eds.), Toward the Thinking Curriculum:  Current Cognitive Research  Alexandria, VA:  Association for Supervision and Curriculum Development

 

Palincsar, A. S., Brown, A. L. & Campione, J. C. (1991). Dynamic assessment. In H. L. Swanson (Ed.) Handbook on the Assessment of Learning Disabilities (pp. 75-94). Austin, TX: Pro¥Ed.

 

Palincsar, A.S. (1991). Scaffolded instruction of listening comprehension with first graders at risk for academic difficulty. In A. McKeough & J. Lupart (Editors) Toward the Practice of Theory-Based Instruction.  Hillsdale, NJ: Lawrence Erlbaum.

 

Brown, A.L., Campione, J.C.,. Reeve, R.A., Ferrara, R.A. & Palincsar, A.S. (1991). Interactive learning and individual understanding: The case of  reading and mathematics. In L.T. Landsmann (Ed.), Culture, schooling and psychological development. Hillsdale, NJ: Erlbaum.

 

Palincsar, A. S. & David, Y. M. (1991). Promoting literacy through classroom dialogue. In E. Hiebert (Ed.), Literacy for a Diverse Society:  Perspectives, Programs, and Policies. New York:  Teacher's College Press.

 

Palincsar, A. S., Winn, J., David, Y. M., Snyder, B. & Stevens, D. D. (1992).  Models of strategy instruction reflecting different assumptions regarding teaching and learning. In L. Meltzer (Ed.), Cognitive, Linguistic, and Developmental Perspectives on Learning Disabilities  (247-270).  Boston:  College-Hill Press.

 

Palincsar, A.S. & David, Y.M. (1992). Classroom-based literacy instruction:  The development of one program of intervention research. In B. Wong (Ed.), Intervention Research with Students with Learning Disabilities: An International Perspective. Springer-Verlag.

 

Palincsar, A.S. & Klenk, L. (1992)  Examining and influencing contexts for intentional literacy learning. In C. Collins & J.N. Mangieri (Editors), Teaching Thinking: An Agenda for the 21st Century (297-316). Hillsdale, New Jersey: Lawrence Erlbaum Associates. 

 

Palincsar, A. S., Brown, A. L. & Campione, J. C. (1993). Dialogues among communities of first grade learners. E. Foreman, N. Minnick & A. Stone (Eds.), The Institutional and Social Context of Mind: New Directions in Vygotskian Theory and Research (43-57) Oxford University Press.

 

Palincsar, A.S., Brown, A.L. & Campione, J.C. (1994). Models and practices of dynamic assessment. In G. Wallach & K. Butler, Language learning disabilities in school-aged children and adolescents: Underlying principles and applications (second edition) (132-144). New York: Merrill.

 

Winn, J. & Palincsar, A.S. (1994). Reading instruction in childhood and adolescence. In S. Yussen & S. Smith (Eds.), Reading Across the Lifespan.  Springer-Verlag.

 

Palincsar, A. S. & Parecki, A. (1995). Important issues related to within-subject experimental research. In S. Neuman & S. McCormick (Eds.), Single-subject experimental research: Applications for literacy. International Reading Asssociation.

 

Palincsar, A. S. (1996). Reconfiguring professional communities on behalf of students with special needs. In D. L. Speece & B. K. Keogh (Eds.), Research on Classroom Ecologies (pp. 135-143). New Jersey: Lawrence Erlbaum Press.

 

Webb, N. & Palincsar, A. S. (1996). Small group processes. In D. Berliner & R. Calfee (Eds.) The Handbook of Educational Psychology (841-873). Washington, D.C.: American Educational Research Association.

 

Klenk, L. & Palincsar, A. S. (1996). Enacting responsible pedagogy with students in special education. In C. Warger & M. Pugach (Eds.),Curriculum Trends, Special Education, and Reform: Refocusing the Conversation. New York:  Teacher's College Press.

 

Herrenkol, L. R. & Palincsar, A. S. (1999). Developing scientific communities in classrooms: A sociocognitive approach. The Journal of the Learning Sciences, 8 (3 & 4), 451-493.

 

Palincsar, A. S. & Rupert-Herrenkohl, L. (1999). Designing collaborative learning contexts. In A. O'Donnell & A. King (Eds.), Cognitive Perspectives on Peer Learning (151-178). Mahwah, NJ: Lawrence Erlbaum Press.

 

Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty five years of progress (151-194). Mahwah, NJ: Lawrence Erlbaum.

 

Hapgood, S. & Palincsar, A. S. (2002). Using text to mediate inquiry with objects. In S. Paris (Ed.) Perspectives on object centered learning in museums (171-190). Mahwah, NJ: Lawrence Erlbaum.

 

Palincsar, A. S. (2003). Ann L. Brown. Educational Psychology: A century of contributions (pp. 459-476). In B. Zimmerman & D. Shunk (Eds.), Mahwah, NJ: Lawrence Erlbaum.

 

Palincsar, A. S. (2003). Collaborative Approaches to Reading Comprehension. In A. Sweet &  C. Snow (Eds.). Rethinking reading comprehension (pp. 99-115). New York: Guilford Press.

 

Collins, K., Palincsar, A. S., & Magnusson, S. J.,  (in press). Science for all: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms. In R. Yerrick & W.M. Roth,

 

Magnusson, S. J., Palincsar, A. S. (2004). Learning from text designed to model scientific thinking . In W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction (pp. 316-339).  Neward, DE: International Reading Association.

 

Palincsar, A. S., Cutter, J. N. & Magnusson, S. J. (2004), A community of practice: Implications for learning disabilities. In B. Wong (Ed.), Learning about Learning Disabilities (481-506), Academic Press.

 

Magnusson, S. J., Palincsar, A. S., & Templin, M., (in press). Community, culture, and conversation in inquiry-based science instruction. In L. Flick, & N. Lederman (Eds.), Scientific inquiry and the nature of science: implications for teaching, learning, and teacher education. Kluwer Press.

 

Magnusson, S. J., & Palincsar, A. S. (in press). Teaching and learning inquiry-based science in the elementary school. In J. Bransford & S. Donovan (Eds.) Visions of teaching subject matter guided by the principles of how people learn. National Academy Press.

 

Palincsar, A. S., Magnusson, S. J., Pesko, M.E., & Hamlin, M. (in press). Attending to the nature of subject matter in text comprehension assessments. To appear in S. Paris &  S. Stahl (Eds.). Reading Comprehension and Assessment. Mahwah, NJ: Lawrence Erlbaum.

 

 

Books

 

Jones, B. F., Palincsar, A. S., Ogle, D. S. & Carr, E. G. (Ed.) (1987).  Strategic Teaching and Learning:  Cognitive Instruction in the Content Areas.  Alexandria, VA:  Association for Supervision and Curriculum Development.

 

Palincsar, A. S., Ogle, D. S., Jones, B. B. & Carr, E. G. (1986).  Teaching Reading as Thinking. Alexandria, VA: Association for Supervision and Curriculum Development.

Manual

 

Palincsar, A. S., David, Y. M., & Brown, A. L. (1992). Reciprocal Teaching: A Facilitator's Guide.

 

Reviews

 

Palincsar, A. S. (1986).  A review of H. Mehan, A. Hertweck, and J. L. Meihls.  Handicapping the handicapped:  Decision making in student's educational careers.  Review appears in Anthropology and Education Quarterly, 17, 190-192.

 

Palincsar, A. S. (1988).  A review of R. Garner, Metacognition and Reading Comprehension.  Review appears in Journal of Reading Behavior, 20 (3), 274-279.

 

McPhail, J. C. & Palincsar, A. S. (in press). A review of J. Wertsch, Mind in Action. To appear in Contemporary Psychology.

 

 

Encyclopedia Entries

 

Palincsar, A. S. (1988).  Special education:  Cognitive strategy training.  In T. Husen & N. Postlewaite (Eds.) International Encyclopedia of Education:  Research Studies (Vol. 1).  England:  Pergamon Press.

 

Palincsar, A. S. & Winn, J. (1992).  Dynamic Assessment.  In M. C. Alkin (Ed.)  Encyclopedia of Educational Research.  New York:  MacMillan.

 

David,  Y. M. & Palincsar, A.S. (1994).  Special education:  Cognitive strategy instruction.  In T. Husen & N. Postlewaite (Eds.).International Encyclopedia of Education:  Research Studies (Vol. 2).  England:  Pergamon Press.

 

Palincsar, A. S. (1994). Reciprocal teaching. In T. Husen & N. Postlewaite (Eds.) International Encyclopedia of Education:  Research Studies (Vol. 2).  England:  Pergamon Press.

 

Palincsar, A. S. & Collins, K. M. (2000). Learning skills. To appear in:  T. Husen & N. Postlewaite (Eds.) International Encyclopedia of Education:  Research Studies (Vol. 2).  England:  Pergamon Press.

 

 

PRESENTATIONS

 

National Presentations:  Refereed and Invited

 

Palincsar, A. S. (1982, April).  Instructing junior high students in the acquisition of comprehension monitoring skills.  Paper presented at the 60th Annual Meeting of the Council for Exceptional Children.

 

Palincsar, A. S. (1983, April).  Reciprocal teaching for awareness and control of cognitive activity during reading.  Paper presented at the Annual Meeting of the American Educational Research Association, Montreal.

 

Palincsar, A. S. (1983, May).  The interactive instruction of study skills with remedial reading students.  Paper presented at the Annual Meeting of the International Reading Association, Anaheim.

 

Palincsar, A. S. (1984, April).  Reciprocal teaching: working within the zone of proximal development.  Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

 

Palincsar, A. S. (1984, May).  Learning to think while reading.  Paper presented at the Annual Meeting of the International Reading Association, Atlanta.

 

Palincsar, A. S. (1985, April).  The unpacking of multi-component, metacognitive training package.  Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

 

Palincsar, A. S. (1985, April).  Research on metacognitive instruction with handicapped students.  Paper presented as a critic for the division, Research in Special Education at the Annual Meeting of the American Educational Research Association, Chicago.

 

Palincsar, A. S. (1985, May).  Implementing reciprocal teaching in the primary grades.  Paper presented at the Preconvention Institute of the International Reading Association, New Orleans.

 

Palincsar, A. S. (1986, March).  Interactive teaching to promote reading and listening comprehension.  Paper presented at the Annual Conference of the International Association for Children and Adults with Learning Disabilities, New York City.

 

Palincsar, A. S. (1986, April).  Interactive cognition to promote listening comprehension.  Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

 

Palincsar, A. S. (1986, April).  Self-regulatory activity during academically important tasks:  Discussant's paper, Division C.  Presented at the Annual Meeting of the American Educational Research Association, San Francisco.

 

Palincsar, A. S. (1987, April).  An apprenticeship model of the instruction of listening comprehension with first graders at risk for academic difficulty.  Paper presented at Annual Meeting of the American Educational Research Association, Washington, D. C.

 

Palincsar, A. S. (1987, April).  Reciprocal teaching:  Field evaluations in remedial and content area reading.  Presented at the Annual Meeting of the American Educational Research Association, Washington, D. C.

 

Palincsar, A. S. (1987, May).  The use of frequent measures to assess reading comprehension.  Presented at the pre-convention Institute of the International Reading Association, Anaheim.

 

Palincsar, A. S. (1987, June).  Teaching reading across the content areas as thinking.  Presented at the Third Annual Thinking Skills Conference, St. Petersburg, Florida.

 

Campione, J. C., Brown, A. L., & Palincsar, A. S. (1988, January).  Alternatives to standardized test procedures:  Forms of dynamic assessment.  Presented at the Winter Institute, American Educational Research Association, Santa Barbara.

 

Palincsar, A. S. (1988, March).  Presented at Cognition and Education Workshop, Bolt, Beranek & Newman Laboratories, Inc., Cambridge.

 

Palincsar, A. S. & David, Y. M. (1988, March).  Using dialogue to mediate the instruction of listening and reading comprehension.  Presented at the Annual Meeting of the Council for Exceptional Children, Washington, D.C.

 

Palincsar, A. S. & Stevens, D. D. & Gavelek, J. R. (1988, April).  Structuring and guiding peer interaction to promote knowledge.  Presented at the Annual Meeting of the American Educational Research Association, new Orleans.

 

Palincsar, A. S. (1988, April).  Social interaction:  The key to understanding and mediating self-regulation.  Presented at the annual Meeting of the American Educational Research Association, New Orleans.

 

Palincsar, A. S.(1988, April). Strategic teaching:  A cognitive focus.  Presented at the Annual Meeting of the American Educational Research Association, New Orleans.

 

Palincsar, A. S. (1988, May).  Building ownership of comprehension strategies through reciprocal teaching.  Presented at the Annual Meeting of the International Reading Association, Toronto.

 

Palincsar, A. S. (1988, August).  The Dynamic Nature of the Tensions Arising in Instructional Research.  Invited address presented at the Annual Meeting of the American Psychological Association, Atlanta.

 

Palincsar, A. S., Ogle, D. S., Jones, B. F., & Carr, E. G. (1987, August) Teaching reading as thinking:  Part 1 [teleconference].  Alexandria, VA:  Association for Supervision and Curriculum Development.

 

Palincsar, A. S., Ogle, D. S., Jones, B. F., & Carr, E. G. (1988, February).  Strategies for Teaching Reading as Thinking:  Part 2 [teleconference].  Alexandria, VA:  Association for Supervision and Curriculum Development.

 

Palincsar, A. S., Brown, A. L., & Campione, J. C. (1989, March).  Structured dialogues among communities of first-grade learners.  Paper presented at the Annual Meeting of American Educational Research Association, San Francisco.

 

Palincsar, A.S., David, Y., Winn, J., Snyder, B. & Stevens, D. (  1989, November).  The differential effects of three procedures for teaching strategic reading.  Paper presented at the annual meeting of the National Reading Conference.

 

Palincsar, A.S. David, Y.M., Winn, J., Stevens, D.D., & Brown, A.L. (1990, April).  Examining the differential effects of teacher- vs. student-controlled activity in comprehension instruction.  Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

 

Palincsar, A.S. (1990, April).  Instructional research in special education:  Critics comments.  Presented at the Annual Meeting of the American Educational Research Association, Boston.

 

Palincsar, A.S. & David, Y.M. (1990, April).  Learning dialogues for comprehension and knowledge acquisition.  Paper presented at the annual meeting of the Council for Exceptional Children, Toronto.

 

Palincsar, A.S. (1990, August).  Restructuring Schools:  Panel presentation at the annual meeting of the American Psychological Association, Boston.

 

Palincsar, A.S. (1990, November).  Emerging  trends in literacy research.  Paper presented at  the annual meeting of the Council for Learning Disabilities, Austin.

 

Palincsar, A.S. & Klenk, L. (1990, November).  Enfranchising special education students' participation in literacy. Paper presented at the annual meeting of the National Reading Conference,  Miami.

 

Eichenger, D., Anderson, C., Palincsar, A.S. & David, Y.M. (1991, April). An illustration of the roles of content knowledge, scientific argument, and social norms in collaborative problem solving. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

 

Palincsar, A.S.  (1991, April). The influence of social constructivism on the instruction of special education students. Invited presentation to Special Education Special Interest Group of American Educational Research Association, Chicago.

 

Palincsar, A.S. (1991, April). Alternative visions of the literacy instruction of children at-risk. Presented at the annual meeting of the American Educational Research Association, Chicago.

 

Palincsar, A.S. (1991, April). The role of discourse in literacy learning: Critic comments presented at the annual meeting of the American Educational Research Association, Chicago.

 

Palincsar, A.S. (1991, May). Empowerment by whom? The roles of teachers and students in literacy learning.  Invited address presented at the annual meeting of the International Reading Association, Las Vegas.

 

Palincsar, A. S., Klenk, L., Anderman, E., Hric, K., & Wilson, A.  (1991, Nov.).  Fostering intentionality in writing through alternative discursive practices with students identified as learning disabled. Paper presented at the annual meeting of the National Reading Conference, Palm Springs, CA.

 

David, Y. M. & Palincsar, A. S. (1991, Nov.). Examining scientific literacy in the discourse of collaborative problem solving. Paper presented at the annual meeting of the National Reading Conference, Palm Springs, CA.

 

Palincsar, A.S. (1992, April).  Reciprocal teaching:  A retrospective and prospective view.  Cattell talk presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Palincsar, A.S., David, Y. M., & Anderson, C. (1992, April). Experiencing scientific discourse in collaborative problem solving activity.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Palincsar, A. S., Klenk, L., Anderman, E., Wilson, A., Parecki, A. & Hric, K. (1992, April).  Constituting and exploring zones of proximal development. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Palincsar A.S. (1992, May).  Conceptual foundations for exploring literacy learning through classroom dialogue. Presentation at pre-convention institute at the annual meeting of The International Reading Association, Orlando, Florida.

 

Parecki, A. & Palincsar, A.S.  (1992, Dec.).  Examining journal feedback as a context for literacy learning among students identified as learning disabled.  Paper presented at the annual meeting of the National Reading Conference, San Antonio, Texas.

 

Palincsar, A. S. (1992, Dec.).  Important issues related to within-subject experimental research in literacy.  Paper presented at the annual meeting of the National Reading Conference, San Antonio, Texas. 

 

Palincsar, A. S. (1993, April). Are we ready for a cognitive revolution in education.  Panelist  at annual meeting of the American Educational Research Association, Atlanta, Georgia.

 

Palincsar, A.S. (1993, April).  Designing best contexts for learning. Panelist  at annual meeting of the American Educational Research Association, Atlanta, Georgia.

 

Palincsar, A. S. (1994, April). Realistic steps for improving education of language minority students: Emerging findings from qualitative and quantitative studies. Discussant at annual meeting of the American Educational Research Association, New Orleans, Louisiana.

 

Palincsar, A. S. (1994, April). Examining the contexts of community, classrooms, and activities: The effects of instructional variations on special education students' literacy performance. Discussant, American Educational Research Association, New Orleans, Louisiana.

 

Palincsar, A. S. (1994, April). Interactive videodisc cases for preservice teacher education. Presenter, American Educational Research Association, New Orleans, Louisiana.

 

Parecki, A. & Palincsar,.A.S. (1994, May). Friendship and literacy through literature. Presentation to the International Reading Association, Toronto, CA.

 

Klenk, L. & Palincsar, A. S. (1994, November). Dynamic classroom observations:  Assessing the interaction of individual learner characteristics and classroom literacy instruction for young children referred to special education.  Paper presented at the annual meeting of the National Reading Conference, San Diego, CA.

 

Parecki, A., McPhail, J., & Palincsar, A. S. (1994, November). Friendship and literacy through thematic instruction with students identified as learning disabled: Upper elementary. Paper presented at the annual meeting of the National Reading Conference, San Diego, CA.

 

Palincsar, A. S., & Ford, D.  (1995, April). Assessing and influencing perspectives on classroom participant structures using interactive videodisk. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Palincsar, A. S, Magnusson, S., Templin, M., & Keeney, S. (1995, April). "Grasshoppers eat better than crickets because of their eyes." First graders' explorations of structure/function relationships in animal communication. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Magnusson, S., Palincsar, A.S., Templin, M., Ford, D., Parecki, A.(1995, April). "We didn't try one with water,so we don't know." Fourth graders' investigations of sound and music. Paper presented at the annual meeting ofthe American Educational Research Association, San Francisco, CA.

 

Blunk, M., Palincsar, A., Anderson, A. (1995, April).Interpretive constructions of social and scientific understandings in the conversations of sixth graders.Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

 

Anderson, C. W., Palincsar, A. S. & Kolar, G. (1996, April). Design principles from collaborative problem solving. Presented at the annual meeting of the American Educational Research Association, New York City, New York.

 

Palincsar, A. S. (1996, April). Science Discourse in a PBL Meeting: A Videoanalysis. Presented at the annual meeting of the American Educational Research Association, New York City, New York.

 

Palincsar, A. S. (1996, April). Taking difference, talking differently: Representations of diversity across educational contexts. Presented at the annual meeting of the American Educational Research Association, New York City, New York.

 

Palincsar, A. S. (1996, November). The use of cases to understand the acquisition of literacy by young children identified as learning disabled.Keynote address at the annual meeting of the American Speech, Language, and Hearing Association, Seattle, WA.

 

Palincsar, A. S. (1996, November). Designing Collaborative Learning Contexts. Keynote address, RISE Conference, Rutgers University, New Brunswick, New Jersey.

 

Palincsar, A. S. (1997, March). The Social Construction of Knowledge: Theory and Practice. Keynote address presented at national meeting of the Reading Recovery Council of North America. Oakland University, Michigan.

 

Palincsar, A. S. (1997, March). Acculturation and Innovation in the Preparation of Educational Researchers. Presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Palincsar, A. S. (1997, March). Neuroscience and education: What do we know about the brain that has implications for education? Discussant's remarks presented at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Palincsar, A. S. (1997, March). Creating communities of practice to promote inquiry based science instruction in elementary schools. Presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Palincsar, A. S. (1997, April). The history of dyslexia:  Quack cures and quality curriculum. Presentation to the University of Michigan Society of Fellows, Ann Arbor, MI.

 

Palincsar, A. S. & Magnusson, S. J. (Nov., 1997). The role of text is supporting and extending first-hand investigations in guided inquiry science teaching. Paper presented at the annual meeting of the National Reading Conference, Scottsdale, AZ.

 

Collins, K. M., Palincsar, A. S.,& Magnusson, S. J. (1998). Thinking like a scientist: Exploring opportunities for knowledge construction in guided inquiry science. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

 

Lomangino, A., Palincsar, A. S., & Magnusson, S. J. (1998). How does the path toward thoughtfulness begin? Guiding kindergarten students toward thoughtful scientific inquiry. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

 

Ford, D. J., Palincsar, A. S. & Magnusson, S. J. (1998). Evaluating childrenÕs science literature for classroom use: Contributions from scientists and elementary teachers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

 

Ford, D. J. Magnusson, S. J. & Palincsar, A. S. (1998). Evaluating science trade books for ethnicity and gender representations: Perspectives from scientists and elementary teachers. Paper presented at the annual meeting of the National Association for Research on Science Teaching.

 

Magnusson, S. J., Palincsar, A. S., Marano, N., & Ford, D. (1998).Examining teacher learning in developing an inquiry based orientation to teaching science in the elementary school. Paper presented at the annual meeting of the National Association for Research on Science Teaching

 

Palincsar, A. S., Collins, K. M., Marano, N. L. (1998).  Methodological choices in the design and conduct of case-based research Paper presented at the National Reading Conference (NRC), Austin, TX.

 

Collins, K. M., Palincsar, A., Magnusson, S. (1998). The case of Robert: Influences of one students' ability to negotiate verbal, print, and scientific discourses on the construction of shared knowledge in guided inquiry science.  Paper presented at the annual meeting of the National Council of Teacher's of English (NCTE), Nashville, TN.

 

Ford, D.J., Magnusson, S.J., Palincsar, A.S. (1999, March). The role of text investigations in fourth graders' development of scientific understandings. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA.

 

Magnusson, S. J. & Palincsar, A. S. (1999, March). Changing conversations in professional development to advance elementary science teaching. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA.

 

Palincsar, A. S., Magnusson, S.J., Freeman, S., Swanson, D., & Verhey, L. (1999, March).  Introducing Dr. Lesley Park: The use of text to support elementary childrenÕs scientific inquiry. Presentation at the annual meeting of the Michigan Reading Association, Grand Rapids, Michigan.

 

Collins, K. M., Palincsar, A. S., Magnusson, S. (1999, April). Understanding diverse approaches to classroom discourse. Paper presented at the annual meeting of the American Educational Research Association (AERA), Montreal, CA.

 

Ford, D.J., Palincsar, A.S., & Magnusson, S.J. (1999, April). Investigating how a scientist's notebook engages fourth graders in approaching text as inquiry. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

 

Palincsar, A. S., Magnusson, S., Collins, K. M., Marano, N. L. (1999, April).  Making rigorous curricula accessible to all students: Science. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

 

Palincsar, A. S., Magnusson, S.J., Freeman, S., Swanson, D., & Verhey, L. (1999, May). Uses of literacy to advance science learning through investigations with phenomena and text. Presentation at the annual meeting of the International Reading Association, San Diego, CA.

 

Palincsar, A. S. & Magnusson, S. J. (1999, June). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. Presentation at the 25th Carnegie Symposium on Cognition and Instruction.

 

Gelpi-Lomangino, A., Palincsar, A. S., & Magnusson, S. J. (2000, April). The development of thinking like scientists during inquiry-based instruction in kindergarten. Paper presented at the annual meeting of the National Association for Research on Science Teaching, New Orleans, Louisiana.

 

Hapgood, S., Magnusson, S. J., & Palincsar, A. S. (April, 2000). A very science-like kind of thinking: How young children make meaning from first- and second-hand investigations. Paper presented at the annual meeting of the National Association for Research on Science Teaching, New Orleans, Louisiana.

 

Hapgood, S., Vincent, M., Palincsar, A. S., & Magnusson, S. J. (2000, April). Inspiring inquiry: An examination of design features of a science text for young children. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

 

Hapgood, S., McLean, F., & Palincsar, A. S. (2000, May). Classroom applications of guided inquiry science instruction. Presentation at the annual meeting of the International Reading Association, Indianapolis, Indiana.

 

Magnusson, S. J. & Palincsar, A. S. (2000, April). Theory and practice regarding an orientation to inquiry-based elementary school teaching. Paper presented at the annual meeting of the National Association for Research on Science Teaching, New Orleans, Louisiana.

 

Marano, N. L., Palincsar, A. S., &, Magnusson, S. J. (2000, April). Collaborative contributions to three professional development activity settings. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

 

Palincsar, A. S. & Magnusson, S. J. (2000, April). An experimental study of a new genre of text to support learning science via inquiry. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

 

Palincsar, A. S. (2000). The RAND report: Implications for Literacy Researchers. Presentation at the annual meeting of the National Reading Conference, Scottsdale, AZ. 

 

Cutter, J., Palincsar, A. S. & Magnusson, S. J. (April, 2001). Supporting inclusion in challenging science curricular contexts: Opportunities to learn for general educators through case-based vignette conversations. Paper in a symposium entitled: Toward a Grounded Theory of Teacher Learning-Student Learning Relationships in Literacy Education. Presented at the annual meeting of the American Educational Research Association, Seattle, WA.

 

Hapgood, S., Maclean, F., Pesko, E., Magnusson, S., & Palincsar, A. S. (April, 2001).  An examination of factors guiding an early elementary school teacherÕs design of science notebook writing prompts. Presented at the annual meeting of the American Educational Research Association, Seattle, WA. 

 

Magnusson, S. J., Miller, R., Hamlin, M. & Palincsar, A. S. (April, 2001). Assessing science Learning for students with disabilities. Paper in a symposium entitled: Identifying and Teaching Students with Learning Challenges. Presented at the annual meeting of the American Educational Research Association, Seattle, WA

 

Palincsar, A. S. (April, 2001). How do we know about learning from text within the context of guided inquiry science instruction. A presentation in a panel entitled: Literacy in Classrooms - How do we know what we know? What can be known? .Presented at the annual meeting of the American Educational Research Association, Seattle, WA.

 

Palincsar, A. S., Magnusson, S. J., & Hapgood, S. (April, 2001). Trafficking ideas through the rotaries of science instruction: Teachers' discourse moves and their relationships to children's learning. A paper in a symposium entitled: Learning through Conversation: Discourse that Advances Student Understanding in Academically Diverse Classrooms. Presented at the annual meeting of the American Educational Research Association, Seattle, WA.  

 

Vincent, M., Cutter, J., Palincsar, A. S., & Magnusson, S. J. (April, 2001). Text-based inquiry science: How high needs students respond to instructional choices in reading and discussing scientist's notebooks. Paper in a symposium entitled: Children, Genre, and Schooling. Presented at the annual meeting of the American Educational Research Association, Seattle, WA.

 

Palincsar, A. S. & Magnusson, S. J. (2001). The role of text and discourse in elementary studentsÕ learning of science. Invited presentation at the annual winter meeting of the Text and Discourse Society.

 

Palincsar, A. S. (2001). Text, talk, and experience: providing supportive contexts for inquiry-based science instruction in the elementary grades. Presentation at the annual meeting of the International Reading Association, New Orleans, LA.

 

Palincsar, A. S. (2001). The RAND report. Presentation at the annual meeting of the International Reading Association, New Orleans, LA.

 

Magnusson, S. J. & Palincsar, A. S. (August 2001). Learning from text designed to model scientific thinking in inquiry-based instruction. Invited presentation at the NSF sponsored conference entitled, Crossing Borders: Connecting Science and Literacy. Baltimore: University of Maryland.

 

Palincsar, A. S. (Jan., 2002). Examining learning and development from a post-modern constructivist perspective. Paper prepared for the Spencer FoundationÕs 30th Anniversary conference, Traditions of Scholarship in Education. Chicago: Spencer Foundation.

 

Palincsar, A. S. (June, 2002). Examining teaching and learning together: Promoting the inclusion of students and their teachers. Paper prepared for the conference of the International Society for Cultural Research and Activity Theory. Amsterdam, Holland.

 

Palincsar, A. S. (July, 2002) Reciprocal Teaching: Twenty Years Later. Presentation at CIERA Summer Institute.

 

Palincsar, A. S. (October, 2002). Teacher, Text, and Experience: Mediating young childrenÕs learning of scientific inquiry. Presentation at the University of Illinois, Chicago

 

Palincsar, A. S. (October, 2002) Attending to the nature of subject matter in text comprehension assessments. CIERA Comprehension Conference

 

Palincsar, A. S. (November, 2002). Considering the role of text in science instruction. Presentation at Smithsonian conference on Science Technology and Children.

 

Palincsar, A.S. (April, 2003). Developing research to improve educational leadership. Presentation at the annual meeting of the American Educational Research Association.

 

Magnusson, S, J, & Palincsar, A. S. (April, 2003). A theoretical framework for the development of second-hand investigation texts. Presentation at the annual meeting of the American Educational Research Association.

 

Palincsar, A. S. (April, 2003). Accountability in the conduct of research on teaching and learning. Presentation at the annual meeting of the American Educational Research Association.

 

Palincsar, A. S. (April, 2003). Participant in Literacy SIG Reach for the Stars. Annual meeting of the American Educational Research Association.

 

Palincsar, A. S., Magnusson, A. S., Pesko, E., & Hamlin, M. (April, 2003).  Intertextuality and the construction of disciplinary and academic discourses. Presentation at the annual meeting of the American Educational Research Association.

 

Palincsar, A. S. (April, 2003). Perspectives from journal editors on publishing qualitative and interpretive research. Presentation at the annual meeting of the American Educational Research Association.

 

 

PROFESSIONAL ASSOCIATIONS

 

Co-editor:                          Cognition and Instruction (2003-2006)

 

Associate Editor:              Teacher Education and Special Education  (1984-1987)

The Journal of Special Education  (1985-1988)

Remedial and Special Education  (1987-present)

Exceptional Children  (1987-1992)

Review of Educational Research (1996-present)

Learning Disabilities Quarterly (1998 - present)

 

Advisory Editor               Journal of Educational Psychology  (1989-1996)

                                          Reading Research Quarterly (1991-1997; 2001-present)

                                          American Journal of Education (1996 -present)

                                          Mind, Culture, and Activity (1997 - present)

                                          Journal of Learning Sciences (1998 - present)

 

Reviewer:                          Journal of Reading Behavior

                                          Yearbook of the National Reading Conference

American Educational Research Journal

Research on the Teaching of English

Cognition and Instruction

Educational Researcher

 

 

Member:                            American Educational Research Association

                                                 Member -at -Large (1994-1997)

                                                 Member of Executive Board (1995-1997)

                                                 Reviewer for Divisions K and C (1985-1998)

                                                 Program Co-chair Division C (1989)

                                                 Assistant Chair,  Division K (1992)

                                                 General Program Chair (1994)

                                                 Co-Chair of Strategic Planning Task Force (1996-98)

                                          National Reading Conference

                                                 Board member (2000Ð2003)

                                          Council for Exceptional Children

                                          International Reading Association          

                                          Association for Children with Learning Disabilities

 

CONSULTING (selected examples)

 

Appointed by Learning Research and Development Center of the University of Pittsburgh as a panel member in Research Integration Effort regarding Handicapped children.  (Presentation, July 17, 18, 19, 1985)

 

Consultant to the College Board's film series The Teaching of Thinking (1986).

 

Consultant to the Association for Supervision and Curriculum Development in-service program on The Instruction of Reading Comprehension. (1988)

 

Member of a forum sponsored by the National Academy of Science on The Future of Families (1987-1988)

 

Visiting Scholar to Soviet Union in exchange between U.S. National Academy of Education & U.S.S.R. Academy of Pedagogical Sciences (1988)

 

Member of Advisory Board for Children's Television Workshop on Ghostwriter Project (1989-1994)

 

Member of Advisory Board for the McDonnell Foundation (1990-1993)

 

Member of MacArthur Foundation Task Force, Successful Pathways through Middle Childhood (1994-   )

 

Member of the National Education Goals Panel: Goal 1(1994-1998)

 

Member of National Academy of Science/National Research Council Task Force on the Prevention of Reading Failure (1996-1998)

 

Member of the National Academy of Science/ National Research Council Task Force on Instructional Implications of How People Learn (2000-2001)

 

Member of the RAND/OERI Study Group on the Next Decade of Reading Comprehension Research (2000-2002)

 

Appointed to the National Educational Research Policy and Priorities Board (2001-2003)

 

Member of the National Academy of EducationÕs Commission on Teacher Education (2001-2003)

 

 

SERVICE TO THE UNIVERSITY

 

Department Personnel (1985-1989)

Department Advisory (1983-1985)

Department Research (1983-1986)

Special Education Curriculum (1983-1988)

University Honors College (1984-1988)

Doctoral Dissertation (20; chair, 12)

Search Committees (5; chair, 3)

Faculty Advisory Committee (1987-89)

Member of Children's Center Advisory Board (1989-1991)

All College Faculty Affairs Committee (1988-89)

College Executive Committee (1990- 1993, 1994-1997, current ex-officio)

Program, Teacher Education Committee (1990-1993, 2000-present))

Educational Studies Executive Committee (1991-1994)

College Graduate Affairs Committee (1993-1995, chair 1999-present)

Rackham Graduate School Executive Committee (1994-1997)

Search Advisory Committee for the Provost's Position (1995)

Search Advisory Committee for the School of Education DeanÕs Search (1997-1999)

Chair, Special Education Search Committee (1997 Ð 1999)

Member of Diversity Task Force Executive Committee (2000-present)

Member of Spencer Planning Committee for Post-doctoral Program (2000-present)

Member of university-wide committee to select Distinguished University Professors (2000-present)

Member of university-wide committee to select Outstanding Mentoring and Service Award recipients (1999-2000)

Member of university-wide grievance panel for the Rackham Graduate School (2000-present)

Member of university-wide committee to select Rackham predoctoral dissertation fellowships.