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Research-Based Practices for Teaching Common Core Literacy


reviewed by Troy Hicks — November 13, 2015

coverTitle: Research-Based Practices for Teaching Common Core Literacy
Author(s): P. David Pearson and Elfrieda H. Hiebert (Authors, Eds.)
Publisher: Teachers College Press, New York
ISBN: 0807756458, Pages: 288, Year: 2015
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Cite This Article as: Teachers College Record, Date Published: November 13, 2015
http://www.tcrecord.org ID Number: 18263, Date Accessed: 12/11/2017 12:06:55 PM

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About the Author
  • Troy Hicks
    Central Michigan University
    E-mail Author
    TROY HICKS, Ph.D., is a professor of English at Central Michigan University and focuses his work on the teaching of writing, literacy and technology, and teacher education and professional development. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement newer literacies in their classrooms. Hicks directs CMU’s Chippewa River Writing Project, a site of the National Writing Project, and he frequently conducts professional development workshops related to writing and technology. Hicks is also author of the Heinemann titles Crafting Digital Writing (2013) and The Digital Writing Workshop (2009) as well as a co-author of Because Digital Writing Matters (Jossey-Bass, 2010), Create, Compose, Connect! (Routledge/Eye on Education, 2014), and Connected Reading (NCTE, 2015). His edited collection, Assessing Students' Digital Writing (Teachers College Press, 2015) features the work of seven National Writing Project teachers. Hicks has published over 30 journal articles and book chapters. In March 2011, Hicks was honored with CMU's Provost's Award for junior faculty who demonstrate outstanding achievement in research and creative activity and, in 2014, he was honored with the Conference on English Education’s Richard A. Meade Award for scholarship in English Education.
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