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Endowed Chair in Teacher Quality

201 Graduate Education Building
College of Education and Health Professions
Fayetteville, AR 72701
Phone: (479) 575-7282
sstotsky@uark.edu

• Harvard University Graduate School of Education, Cambridge, Massachusetts
  Ed. D., June 1976, in Reading Research and Education
  Thesis committee: Jeanne Chall, Israel Scheffler, and Helen Popp
  Thesis given a Distinction by all three readers; awarded a prize by the Committee on Degrees
  Qualifying Paper for Ed. D. given a Distinction, March 1974. Advisor: Carol Chomsky
  
  
• University of Michigan, Ann Arbor, Michigan
  B.A. with Distinction; concentration in French Literature
  Honors: Phi Beta Kappa, Phi Kappa Phi

• 2007-Present. Professor of Education Reform, Department of Education Reform, University of Arkansas, Fayetteville.
• 2006. Lead Consultant for a one-month UNESCO project with Afghanistan Ministry of Education to revise secondary school curricula.
• 1999-2006. Director, We the People: The Citizen and the Constitution Summer Institute, co-sponsored
  by the Center for Civic Education and the Lincoln and Therese Filene Foundation.
• 2004-2006. Research Scholar, Northeastern University.
• 1999-2003. Senior Associate Commissioner, Massachusetts Department of Education.
• 1984-2001. Research Associate, Harvard Graduate School of Education, affiliated with the Philosophy of
  Education Research Center (PERC), directed by Israel Scheffler.
• 1987-1999. Director, Writing, Reading, and Civic Education Summer Institute, sponsored by the Lincoln and
  Therese Filene Foundation at the Harvard Graduate School of Education.
• 1996-1998. Senior Research Associate, Boston University School of Education.
• 1991-1996. Editor, Research in the Teaching of English, journal of the National Council of Teachers of English.
• 1992-2000. Consultant for the United States Information Service to Polish, Latvian, Lithuanian, Romanian, and
  Ukrainian educators on the development of a civic education curriculum for their public schools.
• 1980-1992. Instructor, Harvard Summer School. Taught graduate course on writing pedagogy.
• 1977-1981. Assistant Professor at Curry College. Coordinator of elementary education and coordinator of the
  Chapter 636 Curry College-Trotter School Pairing.
  
  

• 1999-: yearly grants from the Lincoln and Therese Filene Foundation to the Center for Civic Education,
  California to direct We the People: The Citizen and the Constitution summer institutes.
• 1998: contract from the National Aeronautics and Space Administration, in collaboration with a scientist,
  to produce criteria for NASA to use in evaluating the effectiveness of its education programs.
• 1986-1999: yearly grants from the Lincoln and Therese Filene Foundation to plan and direct a summer institute
  on civic education at Harvard Graduate School of Education for 50-70 participants.
• 1994: grant from Lynde and Harry Bradley Foundation to examine how K-12 reading and literature programs
  incorporate multiethnic and multicultural works for the book Losing Our Language.
• 1984-1986: Mina Shaughnessy Scholarship from the Fund for the Improvement of Postsecondary Education,
  U.S. Department of Education, for work on a book on civic writing.
• 1985-1986: two grants from the Filene Foundation to complete book on civic writing.
• 1977-1980: grant from Chapter 636 Program to develop a writing program for the Trotter School, Boston.
• 1979: grant from Chapter 636 Program to plan and direct one-week institute on teaching and assessing
  writing for 70 teachers, administrators, and parents in the Boston Public Schools.
  
  

• 1995: Virginia Hamilton Essay Award for my article in the February 1994 issue of the English Journal;
  award given at the Eleventh Annual Virginia Hamilton Conference at Kent State University.

• 1993: F. Andre Favat Award for Distinguished Contributions to the English Language Arts from the
  Massachusetts Council of Teachers of English at its annual spring conference.
• 1980: Model Program Award from Chapter 636 evaluators for the writing program I established at the Trotter
  School, Roxbury, Massachusetts, as part of the Trotter School/Curry College pairing.
• 1980: Model Program Award from Chapter 636 evaluators for the city-wide writing institute I planned and directed for the Boston Public Schools.
  
  

Books

• What’s at stake in the K-12 standards wars: A primer for educational policy makers. (2000). Editor of and contributor to a collection of essays. NY: Peter Lang Publishers.
• Losing our language. (1999). NY: Free Press. Reprinted in paperback by Encounter Books (2002).
• Connecting civic education and language education: The contemporary challenge. (1991). Editor of and contributor to a collection of essays. NY: Teachers College Press.
• Undoing sex stereotypes: Research and resources for educators. (l976). Co-author with J. Amsler, V. Donovan, G. Legge, W.W. Legge, and R. Littenberg; senior authors, M. Guttentag & H. Bray. NY: McGraw Hill.

Monographs

• Progress in Mathematics research base. (2006). Sadlier-Oxford, Wm. H. Sadlier, Inc.
• The state of state English standards 2004. (2005). Washington, D.C.: Thomas B. Fordham Institute
• The stealth curriculum: Manipulating America’s history teachers. (2004). Washington, D.C.: Thomas B. Fordham Institute.
• State English standards: An appraisal of English language arts/reading standards in 28 states. (1997). Washington, D.C.: Thomas B. Fordham Institute.
• Civic writing in the classroom. (1987). Bloomington, IN: Social Studies Development Center, Indiana University, in association with ERIC Clearinghouse for Social Studies/Social Science Education and the ERIC Clearinghouse on Reading and Communication Skills.

Book Chapters

• The case for broadening veteran teachers’ education in the liberal arts and how we can do it. In C.E. Finn, Jr. & D. Ravitch (Eds.), Beyond the basics: Achieving a liberal education for all children (pp. 95-108), Fordham Institute: Washington, D.C., 2007.
• Moral equivalence in education: The use of the Holocaust in discrediting American society. (2004). In P. Hollander (Ed.), Understanding anti-Americanism: Its origins and impact at home and abroad (pp.322-345). Chicago: Ivan Dee.
• Can a state department of education increase teacher quality? Lessons learned in Massachusetts. With Lisa Haverty. (2004). In D. Ravitch (Ed.), Brookings papers on education policy, 2004 (pp. 131-180). Washington, DC: Brookings Institution.
• How children learn science: Do we now know? Co-author with Paul R. Gross. (2000). In S. Stotsky (Ed.), What’s at stake in the K-12 standards wars: A primer for educational policy makers (pp. 115-148). NY: Peter Lang Publishers.
• The state of literary study in national and state English language arts standards: Why it matters and what can be done about it. (2000). In S. Stotsky (Ed.), What’s at stake in the K-12 standards wars: A primer for educational policy makers (pp. 237-258). NY: Peter Lang Publishers.
• The state of state standards in English language arts/reading. (2000). In C. E. Finn, Jr. & M. J. Petrilli (Eds.), The state of state standards 2000. Washington, D.C.: Thomas B. Fordham Institute.
• The uses of literature in education for democratic citizenship: Lessons and suggestions from the American experience. (1999). In C. F. Bahmueller & J.J. Patrick (Eds.), Principles and practices of education for democratic citizenship: International perspectives and projects (pp. 209-230). The ERIC Clearinghouse for Social Studies/Social Science Education and the ERIC Adjunct Clearinghouse for International Civic Education in Association with Civitas: An International Civic Education Exchange Program, Indiana University, Bloomington, Indiana.
• Academic and pedagogical issues in teaching the Holocaust. (1999). In Carol Danks & Leatrice B. Rabinsky (Eds.), Teaching for a tolerant world: Essays and resources, Grades 9-12. Urbana, IL: National Council of Teachers of English.
• From reading to writing: From elementary to graduate students. (1998). In H.T. McCracken & R.L. Larson, with Judith Entes (Eds.), Teaching college English and English education (pp. 163-173). Urbana, IL: NCTE.
• Issues in developing civic education programs in Eastern European schools: An American perspective. (1997). In G. Kvieskiene (Ed.), Demokratijos Mokykla (pp. 86-92). Vilnius, Lithuania: Lithuanian College of Democracy. In English and Lithuanian.
• Why today's basal readers may retard, not enhance, growth in reading. (1997). In L.R. Putnam (Ed.), Readings on language and literacy: Essays in honor of Jeanne S. Chall (pp. 259-286). Cambridge, MA: Brookline Books.
• Multicultural literature and civic education: A problematic relationship with possibilities. (1996). In R. Fullinwider (Ed.), Public education in a multicultural society (pp. 231-264). NY: Cambridge University Press,
• Reflections on the Education for Democratic Citizenship in Poland project: An American's perspective. (1996). In R. C. Remy & J. Strzemieczny (Eds.), Civic education for democracy: Lessons from Poland (pp. 169-179). ERIC Clearinghouse for Social Studies/Social Science Education and the National Council for the Social Studies, Indiana University, Bloomington, Indiana.
• Participatory writing: Literacy for civic purposes. (1996). In A.H. Duin & C. J. Hansen (Eds.), Nonacademic writing: Social theory and technology (pp. 227- 256). NJ: Lawrence Erlbaum Associates.
• Writing: The royal road to reading comprehension. (1994). In S. Brody (Ed.), Teaching reading: language, letters, and thought. Milford, NH: LARC Publications. Revised for 2001 edition.
• Ethical guidelines for writing assignments. (1992). In C.M. Hurlbert & S. Totten (Eds.), Social issues in the English classroom (pp. 283-303). NCTE: Urbana, IL.
• Participatory writing: What citizens can write. (1991). In CIVITAS: A framework for civic education. Project of the Council for the Advancement of Citizenship and the Center for Civic Education, Calabasas, California.
• Words move: The interwoven development of oral and written language in the school years. (2nd revised edition, 1989; 3rd revised edition, 1992). With D. Dickenson (senior author) & M. Wolf; in J. B. Gleason (Ed.), The Development of Language, Columbus, OH: Charles Merrill.
• Understanding research on teaching the English language arts: An introduction for teachers. (l991). In J. Flood, J. Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 123-131). NY: Macmillan. Revised for 2003 edition.
• A comparison of the two theories about development in written language: Implications for pedagogy and research. (1987). In R. Horowitz & S.J. Samuels (Eds.), Comprehending oral and written language (pp. 371-395). Orlando, FL: Academic Press.
• A model of written language development for teachers. (1983). Reprinted 1988. In P. Stock (Ed.), FFORUM: Essays on theory and practice in the teaching of writing (pp. 194-200). Boynton/Cook Publishers.
• Teaching the vocabulary of academic discourse. (1987). In T. Enos (Ed.), A sourcebook for basic writing teachers (pp. 328-347). NY: Random House. Reprinted from Journal of Basic Writing, 2 (3), Fall/Winter 1979, 15-39.
• Research on reading/writing relationships: A synthesis and suggested directions. (l984). In J. Jensen (Ed.), Composing and comprehending (7-22) Urbana, IL: NCRE-ERIC. Reprinted from Language Arts, 60 (5), May 1983.

Articles

• Why American students do not learn to read very well: The unintended consequences of Title II and teacher testing. (2006). Third Education Group Review, 2(2). Retrieved May 20, 2006 from http://www.tegr.org/Review/Articles/vol2/v2n2.pdf
• Ed schools: The shame of the nation. (2006). Academic Questions, Summer 2005, 18 (3), pp. 44-53.
• Read it and weep: Why many reading educators advocate the opposite of what works. (March 2006). Education Matters (publication of the Association of American Educators), 1-3.
• Who should be accountable for what beginning teachers need to know? (2006). Journal of Teacher Education, 57 (3), 256-258.
  http://jte.sagepub.com/ and http://JTE.sagepub.com/content/vol57/issue3.
• An open letter to the governors of the fifty states: Recommendations for reforming the American high school. Co-authors R. James Milgram and Elizabeth Caron. (2006). The Texas Lyceum’s 20th Public Conference Journal, 23-26.
• High school size and the education of all students in 9-12: What the research suggests. (2006). Texas Lyceum’s 20th Public Conference Journal, 55-57.
• It’s academic: Teacher training in core subjects needs firm grounding in liberal arts. (2005). CommonWealth, 10 (3). http://www.massinc.org/handler.cfm?type=1&target=2005-3/perspective.htm
• School-based influences on grade 8 mathematics performance in Massachusetts. (March 24, 2005). Co-authors R. Bradley & E. Warren. Third Education Group Review, 1(1). http://www.thirdeducationgroup.org/Review/TEGReview.htm
  http://www.thirdeducationgroup.org/Review/Articles/v1n1/v1n1.pdf.
• Anti-civic uses of literary discourse. (2006). In Manuel Casado Velarde, Ramón González Ruiz, y Victoria Romero Gualda (eds.), Análisis del discurso: lengua, cultura, valores. Actas del I Congreso Internacional (Universidad de Navarra, Pamplona), Madrid, Arco/Libros. ISBN de toda la obra: 84-7635-632-3, vol. I, 65-89.
• When history teachers forget the Founding. (Summer 2004). Academic Questions. 17 (2), 21-31.
• The battle over the 2002 Massachusetts History and Social Science Curriculum Framework. (2003). Studies on Education. Estudios 005. http://www.unav.ed/educacion/ese/pagina_12.html
• Barriers to sound teaching. (Fall 2001). Academic Questions., 14 (3), 55-63.
• Pedagogical advocacy. (Spring 2000). Academic Questions, 13 (2), 27-37.
• Multicultural illiteracy. (1999). The School Administrator, May, 20-22.
• More teachers, smaller classes: Are these our first priority? (1998). Commentary, Education Week, April 1, 72 ff.
• Vague standards, no achievement. (1998). Crisis in Education, February, 26-27.
• Citizenship education and the teaching of literature: Lessons and suggestions from the American experience. Paper presented at the International Seminar on Education and Citizenship, Complutense University of Madrid, October 1997. Published in Spanish in Revista Espanola de Pedagogia 209, Volume 56, March-April 1998.
• Problems in qualitative manuscripts submitted to Research in the Teaching of English. (1996). English International, June, 4 (1), 11-14.
• Is the Holocaust the chief contribution of the Jewish people to world civilization and history? A survey of leading literature anthologies and reading instructional textbooks. (1996). English Journal, February, 52-59.
• The uses and limitations of personal or personalized writing in writing theory, research, and instruction. (1995). Reading Research Quarterly, 30 (4), October/November/December, 758-776.
• The transformation of secondary school literature programs: Good news and bad. (1995).Phi Delta Kappan, April 76 (8), 605-612.
• Guidelines for selecting European ethnic literature for interdisciplinary courses. (1995). English Leadership Quarterly, 17 (1), February. 1-7. Reprinted in Network News & Views, May 1995. Revised version printed under the title of “All of us have come to America: Broadening student understanding of the American ethnic experience” in American Educator, Fall 1995, 19 (3), 34-38.
• Academic guidelines for selecting multiethnic and multicultural literature. English Journal, (1994), 83 (2), February, 27-34.
• The changing literature curriculum in K-12. (Winter 1993-94). Academic Questions, 7 (1), 53-62.
• Connecting writing and reading with a civic twist. (1994). Journal of Reading, October, 48 (2), 172-174.
• Teaching academic writing as moral and civic thinking. (1992). College English, November, 54, 794-808.
• The connections between language education and civic education. (1992). ERIC Digest EDO-92-4, June.
• Whose curriculum? America's! (December 1991/January 1992). Educational Leadership, 49 (4), 53-57.
• On developing independent critical thinking: What we can learn from studies of the research process. (1991). Written Communication, 8, 193-212.
• Variety and individualism in the English class: Teacher-generated reading lists for grades 7-12. (l990). With P. Anderson & D. Beierl. The Leaflet, Fall, 89, Pull-out section, 1-11.
• On planning and writing plans, or beware of borrowed theories! (l990). College Composition and Communication, February, 41, 37-57.
• Multiculturalism in the Brookline Public Schools: The deconstruction of an academic curriculum. October, 1991. Network News and Views, X (10), 29-34.
• Connecting reading and writing to civic education. (l990). Educational Leadership, March, 47, 72-73.
• Literature programs and the development of civic identity. (l989). The Leaflet, Winter, 88, 17-21.
• Writing in a political context: The value of letters to legislators. (l987). Written Communication, October, 9, 394-410.
• On learning to write about ideas. (l986). College Composition and Communication, October, 37, 276-293.
• Asking questions about ideas: A critical component in critical thinking. (l986). The Leaflet, Fall, 85, 39-47.
• Helping beginning writers develop writing plans: A process for teaching informational writing in the middle school and beyond. (l985). The Leaflet, Winter, 84, 2-17.
• From egocentric to ideocentric discourse: The development of academic language. (l985). In J. Niles & R. Lalik (Eds.), Issues in Literacy: A Research Perspective, Thirty-fourth Yearbook of the National Reading Conference (pp. 24-29). Rochester, NY: National Reading Conference.
• Imagination, writing, and the integration of knowledge in the middle grades. (l984). Journal of Teaching Writing, Fall, 3, 157-190.
• A proposal for improving high school students' ability to read and write expository prose. (l984). Journal of Reading, October, 28 (l), 4-7.
• No more dull reports. (l984). Learning, September, 82-83.
• Types of lexical cohesion in expository writing: Implications for developing the vocabulary of academic discourse. (l983). College Composition and Communication, December, 34, 430-446.
• Dictation: Building listening, reading, and writing skills together. (1983). The Leaflet, Spring, 82, 6-12.
• The role of writing in developmental reading. (l982). Journal of Reading, January, 25 (4), 330-341.
• The development and use of curriculum guides in New England: A survey by the New England Association of Teachers of English. (1982). The Leaflet, Spring, 81 (2), 3-11.
• The vocabulary of essay writing: Can it be taught? (l981). College Composition and Communication, October, 32, 317-326.
• Toward reassessment of the principles underlying choice of vocabulary and the teaching of word analysis in reading instructional material. (l981). In M. Kamil (Ed.), Directions in Reading: Research and Instruction, Thirtieth Yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
• Reducing the confusion in the teaching of word analysis skills. (1979). Reading World, October, 19 (1), 72-79.
• Teaching prefixes in the elementary school. (l978). The Elementary School Journal, March, 78 , 278-283.
• Teaching prefixes: Facts and fallacies. (1977). Language Arts, November/December, 54 (8), 887-890.
• Dictating literature in the language arts class. (l977). The Leaflet, Fall, 76 (3), 9-12.
• Sentence-combining as a curricular activity: Its effect on written language development and reading comprehension. (l975). Research in the Teaching of English, Spring, 9 (1), 30-71.

Reviews

• Essay review of The shame of the nation: The restoration of apartheid schooling in America, by Jonathan Kozol. (2005). Academic Questions, Fall, Vol. 18, No. 4.
• Essay review of Clueless in academe: How schooling 0bscures the life of the mind, by Gerald Graff. (2005). American Journal of Education, November, 149-152. Response by Gerald Graff (153-156), and Response to Gerald Graff (157-161).
• Essay review of The language police: How pressure groups restrict what students learn, by Diane Ravitch. (2003). Academic Questions, Summer, 16 ( 3), 90-95.
• The national standards for civics: Backbone for school curricula? Essay review of the National Standards for Civics and Government. (1996). Boston University Journal of Education, 176 (3), 29-38.
• Essay review of Beyond communication: Reading comprehension and criticism, edited by D. Bogdan & S.B. Straw. (l991). College Composition and Communication, December, 42 (4).
• On literacy anthologies and adult education: A critical perspective. (l990). Essay review of Perspectives on literacy, edited by E.R. Kintgen, B.M. Kroll, & M. Rose; Literacy, society, and schooling: A reader, edited by S. De Castell, A. Luke, & K. Egan; Literacy: Reading the word and the world, by P. Freire & D. Macedo; and Effective teaching and mentoring: Realizing the transformational power of adult learning experiences, by L. A. Daloz. College English, December, 52 (8), 916-923.
• How to restore the professional status of English teachers: Three useful but troubling perspectives. (l989). Essay review of Consensus and dissent: Teaching English, past, present, and future, edited by M.N. Farmer; Effective English teaching: Concept, research, practice, edited by W.H. Peters, chair, and the CEE Commission on Research in Teacher Effectiveness; and Working together: A guide for teacher-researchers, by M.M. Mohr & M. S. MacLean. College English, November, 51 (7), 750-758.
• Review of The dynamics of language learning, edited by J. Squire. (l988). College Composition and Communication, February, 39 (1), 91-93.
• Essay review of Research on written composition, by G. Hillocks, Jr.. (l988). Research in the Teaching of English, February, 22 (1), 89-99.
• Review of Writing: Teachers and children at work, by D. Graves. (l986). College Composition and Communication, December, 37, 492-493.
• Review of A new perspective on cohesion in expository paragraphs, by R.B. Markels. (1986). College Composition and Communication, December, 37, 489-490.
• Review of Educational myths I have known and loved by B.Whitlock. (l986) New York Times Book Review, Sunday, June 1.
• Review of Mind and media: The effects of television, video games, and computers, by P. M. Greenfield. (l985). The Leaflet, Fall, 84, 30-31.
• Review of vocabulary texts for developmental writing courses. (l985). Teaching English in the Two-Year College, May, 12, 154-163.
• Review of Sometimes a shining moment: The Foxfire experience, by E. Wigginton. (l985). New York Times Book Review, Sunday, November 24.
• Review of Becoming readers in a complex society: Volume I, 83rd Yearbook of the National Society for the Study of Education, co-edited by A. Purves & O. Niles. (l984). Christian Science Monitor, Friday, September 21, 21-22.
• Review of On literacy, by R. Pattison. (1984). Christian Science Monitor, Tuesday, May 15, 25-26.
• The politics of literacy teaching in the 1980s: An essay review of Exploring speaking-writing relationships: Connections and contrasts, B. Kroll & R. Vann (Eds.). (l983). Harvard Educational Review, February, 53 (1), 60-67.
• Review of Errors and expectations, by M.P. Shaughnessy. (l977). Harvard Educational Review, November, 47 (4), 594-597.

Recent Op-Eds or Commentaries

• Why Johnny won’t read. (January 25, 2005). Co-author Mark Bauerlein. Washington Post, p. A15.
  www.washingtonpost.com/wp-dyn/articles/A33956-2005Jan24.html?sub=AR-
• How to read Shakespeare or bus schedules: What should English teachers teach? (December 8, 2004). Education Week, Vol. 24 (15), p. 30.

Curricular Materials

• Expanding your vocabulary: Word-building. (1981). In W. Loban, senior author and editor, Grammar and Writing Series, Grade 9-12. NY: Macmillan.
• Reading essentials--Vocabulary development (1977). With H. Popp, senior author. For Grades 5 and 6. Elizabethtown, PA: Continental Press.

Encyclopedia Entries

• Language research policies. (1994). In A. Purves (Ed.). Encyclopedia of English Studies and Language Arts. Urbana, Il: National Council of Teachers of English, pp. 711-714.
• Civic education in English. (1994). In A. Purves (Ed.). Encyclopedia of English Studies and Language Arts. Urbana, Il: National Council of Teachers of English.

Miscellaneous

• Invited testimony at a U.S. Senate hearing on September 24, 2003, on the quality of history books and the battle over the Massachusetts History and Social Science Curriculum Framework. http://health.senate.gov/testimony/083_tes.html.
• Heroes and victims. In C.E. Finn, Jr. (Ed.). (2001). September 11: What our children need to know. Washington, D.C.: Thomas B. Fordham Foundation.
• General editor of revised editions of The Immigrant Experience, 19 individual books for Chelsea House Publishers, 1996-1997.
• Research, teaching, and public policy: Response to Sarah W. Freedman and Steven M. North. (1996). In L. Bloom, D. Daiker, & E. White (Eds.), Composition in the 21st century: Crisis and change. Carbondale, IL: Southern Illinois University Press.
• Response to letters to the editor. (l995). Phi Delta Kappan, September, 95-96.
• Response to letters to the editor. (1993). College English, November, 805-810.
• Secular puritanism--an invited response to Carolyn Henly. (1993). English Journal, March, 20-21.
• Response to letters to the editor. (l991). College English, November, 83-85.
• Exploring the links between civics and writing. (l989). Alumnibulletin, Harvard Graduate School of Education, Spring, 12.
  

Unpublished Papers

• Why reading teachers are not trained to use a research-based pedagogy: Is institutional reform possible? (2005). Paper presented at the Courant Initiative for the Mathematical Sciences in Education, Courant Institute of Mathematical Sciences, New York University, October 2. www.NYCHOLD.org
• Why American students know so little American history and what we can do about it. (2005). Paper presented at a meeting of the Commonwealth Education Organization, Pittsburgh, Pennsylvania, October 6. www.ceopa.org
• The parent movement to restore quality history teaching in the Brookline Public Schools: Context, origins, and accomplishments. (1991). Paper presented at the Conference on Improving the Teaching of History and Civic Education, U.S. Department of Education, Washington, D. C. October 9. Co-author, Ronni Gordon Stillman, with James Dudley. ED 346 002.
• Does a literary canon exist in our secondary schools? Or how many students need to read the same body of works before it can be called a literary canon? (1991). Paper presented at a conference of the American Educational Research Association, Chicago, Illinois. ED 326 877.
• Evaluation of the writing program at the William M. Trotter School, Boston, Massachusetts, September 1978--January 1980. (1980). Milton, Massachusetts: Curry College. ED 196 011.
  

Professional Activities

• Member, National Mathematics Advisory Panel. Appointed by U.S. Secretary of Education Margaret Spellings. April 2006-.
• Chair, Sadlier-Oxford Mathematics Advisory Board, Wm. H. Sadlier, Inc. 2004-.
• Member, Advisory Board, Center for School Reform, Pioneer Institute. 2005-.
• Member, Advisory Board, Carus Publishing Company. 2004-.
• Member, Content Expert Advisory Panel, Educational Resources Information Center (ERIC). 2004-.
• Member, Advisory Board, Advanced Math and Science Academy Charter School, Marlborough, MA. 2005--.
• Member, Advisory Board, Shimer University Core Knowledge Educational Initiative. 2006--.
• Member, Academic Advisory Board, Curriculum Watch Committee, National Hadassah Organization, 2005-.
  
• Member, Board of Directors, National Association of Scholars. 1999-.
• Reviewer, Teaching American History grant applications, 2002-2006.
• Chair, Committee on Curriculum and Instruction, New England Association of Teachers of English. 1979 to 1985.
• Executive Committee Member, Coordinators Group, College/University/Cultural Pairings, Chapter 636. 1979-1980.
  

Recent Civic Activities

• Founding member of the Brookline Civic Association and member of Steering Committee, February 1988 to 1990. 2005--.
• Member of the Board of Trustees of the Brookline Public Library, 1984-1999. Chair of the Budget-Finance Committee, 1985-1986; Chair of the Board, 1986-1987; Vice-chair, 1995 to 1999. Chair of various other subcommittees.
• Town Meeting Member, Precinct 12, Town of Brookline, 1984-1994.
• Member of Search Committee for Headmaster of Brookline High School, 1993.
• Chairperson of Town Government Study Committee, League of Women Voters of Brookline, 1983-1987.
• Chairperson of Search Committee for K-12 English Director for Brookline Public Schools, 1978-1979.
• President, League of Women Voters of Brookline, 1971-1973. Member of Executive Board, 1962-1971.