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Dr. Tina Heafner
is an associate professor in the Department of Middle, Secondary,
and K-12 Education. Dr. Heafner’s areas of expertise include social
studies and instructional technology. Her primary teaching
responsibilities include undergraduate and graduate social studies
methods and advanced methods courses as well as instructional design
and technology integration courses. Dr. Heafner coordinates a
tutoring program for struggling social studies learners in Cabarrus
County Schools. This program serves a model for integrating
literacy strategies within content area methods courses. Her
research examines the marginalization of social studies, literacy
and social studies, and effective technology-based strategies for
increase academic achievement in the social studies.
Dr. Tracy Rock
is an associate professor in the Department of Reading and
Elementary Education. Dr. Rock’s areas of expertise include
elementary social studies education and instructional technology.
Her teaching responsibilities include undergraduate and graduate
elementary social studies methods courses and an instructional
design and technology integration course. Dr. Rock also
supervises student teachers and serves as the university liaison for
Shady Brook Elementary School as part of the College of Education’s
Professional Development School program. Her research interests
involve the marginalization of elementary social studies, curriculum
integration, and inquiry models of teacher professional development.
Dr. Bruce Taylor
is Director for the
Center for Adolescent Literacies at UNC Charlotte and is an
assistant professor in the Department of Reading and Elementary
Education who with the help of others on the project team has
developed the ReadWriteServe service learning literacy
initiatives at UNC Charlotte. He is the co-author including
Guiding Readers through Text: Strategy
Guides in ‘New Times' and articles published in
Reading Psychology, the Middle School Journal, and the
SIGNAL Journal. Dr. Taylor teaches undergraduate and
graduate courses in reading and content-area literacy. His research
examines the social and cultural aspects of literacy and learning of
adolescents and, in particular, ways to meet the academic learning
needs of diverse and marginalized students.
Dr. Karen Wood
is a Professor and Graduate Reading Program Coordinator in the
Department of Reading and Elementary Education and is a former
middle school teacher and K-12 literacy specialist in the public
schools. She is the author of over 200 publications many of
which focus on research-based practices for teaching the
adolescent learner. Recent among these publications are the
following books: Guiding Readers through Text: Strategy
Guides in ‘New Times,’ Instructional Strategies for
Teaching Content Vocabulary Grades 4-12; and Literacy
Instruction for Adolescent Learners: Research-based Practices
to be published spring, 2009. In addition, she is the author and
originator of the “Research into Practice” column of the
Middle School Journal. She teaches courses for training
teachers to become K-12 literacy specialists. Her research
interests focus on comprehension, vocabulary development and
integrating content area literacy practices for intermediate,
middle and secondary level learners.
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