- Marylin Chambliss
University of Maryland
MARILYN J. CHAMBLISS is an associate professor emerita, College of Education, University of Maryland. Her scholarship focuses on promoting content area literacy for all children. Believing that educational issues are complex, she has pursued a mixed methodology guided by the questions she is asking. Recently, she has become interested in philosophical issues related to the question, How do we know? She has published her work in three books and numerous journals, including Reading Research Quarterly, Written Communication, Discourse Processes, Educational Psychologist, Anthropology and Education Quarterly, and Contemporary Educational Psychology.
- Patricia Alexander
University of Maryland
PATRICIA A. ALEXANDER is a Distinguished Scholar-Teacher and the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland. Her research interests include learning from in-print and online texts, expertise development, and epistemic beliefs. The director of the Disciplined Reading and Learning Research Laboratory, she is past president of Division 15 (Educational Psychology) of the American Psychological Association and the former vice president of Division C (Learning and Instruction) of the American Educational Research Association. The author or coauthor of eight books and more than 250 other publications, her writings have appeared in leading journals, including the Journal of Educational Psychology, Contemporary Educational Psychology, Review of Educational Researcher, Educational Researcher, and the American Educational Research Journal.
- Jeremy Price
Montclair State University
JEREMY N. PRICE is a professor and department chair in the Department of Educational Foundations, College of Education and Human Services, Montclair State University. His research focuses on issues of equity and social justice in education, with a focus on culture and pedagogy in the contexts of teaching, teacher education, and schooling. His research has appeared in publications such as the Journal of Teacher Education, Youth and Society, and the Journal of Curriculum Studies. His current project examines the interconnections between action research and culturally responsive pedagogy.