The contributing authors guided the direction and philosophy of Pearson Literature. Working with the development team, they helped to build the pedagogical integrity of the program and to ensure its relevance for today’s teachers and students.
is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University and his B. A. from St. John’s College in Annapolis. Grant consults with schools, districts and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the co-author, with Jay McTighe, of Understanding By Design and The Understanding By Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD. His work has been supported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation.
is a Professor at California State University, San Bernardino’s College of Education. She is a bilingual, multicultural educator and researcher with more than 25 years in public education. Professor Balderrama’s experiences include work with diverse youth, their families, teachers and school administrators. Her research and writing addresses applied sociology of education, bilingual and multicultural education, and teacher preparation. Her recent book Teacher Performance Expectations for Educating English Learners (with L.T. Díaz-Rico) is frequently cited and widely recognized for its contributions to the field.
is a Professor of Education at Stanford University. Her areas of expertise include language and literacy studies of diverse student populations, research on expository writing and writing instruction, and the preparation of teachers to work with diverse student populations Dr. Ball has published widely, with numerous book chapters and articles in journals. She is the author of African American Literacies Unleashed with Dr. Ted Lardner, Multicultural Strategies for Education and Social Change, and With More Deliberate Speed: Achieving Equity and Excellence in Education-Realizing the Full Potential of Brown v. Board of Education.
is Professor of Education and English at the University of California, Santa Barbara, where he directs the South Coast Writing Project and the Literature Institute for Teachers. He has served in senior advisory roles for such groups as the National Board for Professional Teaching Standards, the College Board, and the American Board for Teacher Education. Blau served for twenty years as a member of the National Writing Project Advisory Board and Task Force, and is a former President of NCTE. His most notable book, The Literature Workshop: Teaching Texts and Their Readers, was named by the Conference on English Education as the winner of the Richard Meade Award for outstanding research in English education.
is a teacher, author, and national literacy consultant. His 33 years with the Madison Metropolitan School District, Madison, WI, included experiences as a reading teacher and district adolescent literacy support teacher. He is the author of Classroom Strategies for Interactive Learning, and co-author of Reading and the High School Student: Strategies to Enhance Literacy, and Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms. He was a founding member of the IRA Commission on Adolescent Literacy, President of the Wisconsin State Reading Association, President of the IRA Secondary Reading Interest Group, and member of the task force that drafted the National Standards for Middle and High School Literacy Coaches.
has been a classroom teacher, writing project director, author, and university professor. Also known as "Smokey," serves as an international consultant to schools, districts, and educational agencies. Daniels is known for his work on student-led book clubs, as recounted in Literature Circles: Voice and Choice in Book Clubs and Reading Groups and his newer title, Minilessons for Literature Circles. He has authored or co-authored eleven other books. Recent works include Subjects Matter: Every Teacher’s Guide to Content-Area Reading and Content Area Writing: Every Teacher’s Guide. Daniels is on the faculty of National-Louis University in Chicago, and is Founding Director of the Walloon Institute.
is the author of Creative Book Reports and Active Word Play, both published by Maupin House. A classroom teacher for 35 years, Feber currently teaches language arts at Mandarin Middle School in Jacksonville, Florida, where she serves as department chair. Feber is a National Board Certified teacher and has a Master’s in reading from the University of North Florida. Feber plays an active role in the Florida Council of Teachers of English. She was the 2006 recipient of NCTE’s Edwin A. Hoey Award and received the Gladys Prior Award for Teaching Excellence. In 2003, she was the Florida Council of Teachers of English Teacher of the Year.
is Professor of Language and Culture, in the College of Education in the University of Florida. She researches and provides inservice to public schools nationally, focusing on literacy instruction for new immigrant students. Fu’s books include My Trouble is My English and An Island of English addressing English language learners in the secondary schools. She is co-editor for National Bilingual Association Newsletter, column editor in Language Arts, and has served on editorial boards of Reading Research Quarterly, Language Arts and Voices from the Middle. She has authored chapters in the Handbook of Adolescent Literacy Research and in Adolescent Literacy: Turning promise to practice.
is a full-time English teacher at Magnolia High School in Anaheim, California. He is the former co-director of the South Basin Writing Project at California State University, Long Beach. Gallagher is the author of Reading Reasons: Motivational Mini-Lessons for the Middle and High School, Deeper Reading: Comprehending Challenging Texts 4-12, and Teaching Adolescent Writers. He is also featured in the video series, Building Adolescent Readers. With a focus on adolescent literacy, Gallagher provides training to educators on a local, national and international level. Gallagher was awarded the Secondary Award of Classroom Excellence from the California Association of Teachers of English—the state’s top English teacher honor.
is an assistant professor in teacher education at California State University, Dominguez Hills, and an urban literacy visiting professor at Webster University, St. Louis. Hollie’s expertise is in the field of professional development, African American education, and second language methodology. Hollie has ten years experience as a middle and high school teacher. He is a contributing author in two texts on culturally and linguistically responsive teaching. A nationally recognized expert, Hollie is the Executive Director of the Center for Culturally Responsive Teaching and Learning and the co-founding director of the nationally acclaimed Culture and Language Academy of Success, a K-8 independent charter school in Los Angeles.
teaches at University of Connecticut and holds a joint appointment in Curriculum and Instruction and Educational Psychology. He directs the New Literacies Research Lab and is a member of the Board of Directors of the International Reading Association. Leu is a past President of the National Reading Conference and is an editor of the Handbook of Research on New Literacies. Leu studies the skills required to read, write, and learn with Internet technologies. He published widely in the fields of comprehension, teacher education, and the new literacies of online reading. His research has been funded by groups including U.S. Department of Education, the National Science Foundation, and the Bill & Melinda Gates Foundation.
is an elementary school principal for the Los Angeles Unified School District. As an expert in English Language Development, she served as a member of the Curriculum Development and Instructional Materials Commissions, an advisory board to the California State Board of Education. During that time, she assisted in the development of curricular frameworks and the review of instructional materials, including the 2007 Reading Language Arts Framework for California Schools. Maravilla was chair of the Reading Language Arts/ English Language Development Subject Matter Committee that developed criteria for instructional materials for the 2008 Language Arts adoption. She has served as a literacy coach and professional development provider for California teachers and administrators.
founded GUYS READ, a nonprofit literacy initiative for boys to call attention to the problem of getting boys connected with reading. In 2008, he was named the first U.S. National Ambassador for Young People’s Literature by the Library of Congress, a role that will allow him a platform from which to inspire children’s desire to read. Scieszka taught from first grade to eighth grade for ten years in New York City, drawing inspiration from his students to write The True Story of the 3 Little Pigs!, The Stinky Cheese Man, the Time Warp Trio series of chapter books, and the Trucktown series of books for beginning readers.
teaches at the University of Texas at Austin. She is the previous Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the past president of the Division for Learning Disabilities within the Council for Exceptional Children and the recipient of the American Education Research Association SIG Award for Outstanding Researcher. Vaughn’s work focuses on effective practices for enhancing reading outcomes for students with reading difficulties. She is the author of more than 100 articles, and numerous books designed to improve research-based practices in the classroom.