Dr. Short directs Academic Language Research & Training and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. At the Center for Applied Linguistics, she co-developed the research-validated SIOP Model. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include ESL textbooks for National Geographic Learning/Cengage, professional journal articles, and SIOP Model books. She taught English as a new language in New York, California, Virginia, and the DR Congo. She recently served on TESOL’s Board of Directors.
Professor, College of Education Temple University Dr. Michael Smith joined the ranks of college teachers after eleven years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on how experienced readers read and talk about texts, as well as what motivates adolescents’ reading and writing both in and out of school. He has written eight books and monographs, including “Reading Don’t Fix No Chevys”: Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. His writing has appeared in such journals as Communication Education, English Journal, Journal of Adolescent & Adult Literacy, Journal of Educational Research, Journal of Literacy Research, and Research in the Teaching of English.
Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent & Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.