Deadline extended to August 1 for all submitted manuscripts
Editors
Leslie Haas
Dr. Haas is an assistant professor at Dallas Christian College where she serves as the Education Department Chair. Her literacy education experience includes working as an elementary classroom teacher, literacy coach/instructional specialist, instructor of undergraduate literacy and methodology courses, and supervisor of pre-service teachers.
A research agenda which includes English language learners and effective instruction, cultural and economic awareness in education, technology-based literacy opportunities, and teacher education/instructional coaching has led Dr. Haas to both publish and present at the local, state, national, and international levels.
Service to the literacy community is important to Dr. Haas as seen through her current volunteer roles as Ad-Interim Co-Editor of the Association for Literacy Educators and Researchers’ (ALER) Yearbook, Editor of the Texas Association for Literacy Education’s (TALE) newsletter, and Treasurer/Board Member for the International Reading Association’s (IRA) Special Interest Group (SIG): Language Experience Approach.
A research agenda which includes English language learners and effective instruction, cultural and economic awareness in education, technology-based literacy opportunities, and teacher education/instructional coaching has led Dr. Haas to both publish and present at the local, state, national, and international levels.
Service to the literacy community is important to Dr. Haas as seen through her current volunteer roles as Ad-Interim Co-Editor of the Association for Literacy Educators and Researchers’ (ALER) Yearbook, Editor of the Texas Association for Literacy Education’s (TALE) newsletter, and Treasurer/Board Member for the International Reading Association’s (IRA) Special Interest Group (SIG): Language Experience Approach.
Debra Lee
Debra Lee is currently a Senior Lecturer in the Department of Curriculum and Instruction at Texas A&M University-Commerce. In addition to teaching undergraduate reading courses, she works with pre-service teachers and serves as a field-based program center coordinator.
She received her B.S. in Elementary Education from the University of Kansas; her M.Ed. in Reading and M.S. in Educational Administration from Texas A&M University-Commerce where she is completing her Ed.D. Prior to joining the faculty of Texas A&M University-Commerce, she enjoyed twenty-eight years in the PK-12 school setting where she served as a classroom teacher, elementary principal, Dyslexia Program Coordinator, Literacy Coach supervisor and district level Literacy Coordinator.
Throughout her career as an instructional leader, student centered pedagogy focusing on high levels of engagement for all students undergirded her work. Primary areas of interest include critical thinking as it relates to reading comprehension, technology integration, cognitive neuroscience and brain based learning, as well as conducting research on the effect of a common language of instruction.
Debra is a member of the International Reading Association, Association of Literacy Educators and Researchers, Coalition of Reading and English Supervisors of Texas, and Texas Association of Literacy Education.
She received her B.S. in Elementary Education from the University of Kansas; her M.Ed. in Reading and M.S. in Educational Administration from Texas A&M University-Commerce where she is completing her Ed.D. Prior to joining the faculty of Texas A&M University-Commerce, she enjoyed twenty-eight years in the PK-12 school setting where she served as a classroom teacher, elementary principal, Dyslexia Program Coordinator, Literacy Coach supervisor and district level Literacy Coordinator.
Throughout her career as an instructional leader, student centered pedagogy focusing on high levels of engagement for all students undergirded her work. Primary areas of interest include critical thinking as it relates to reading comprehension, technology integration, cognitive neuroscience and brain based learning, as well as conducting research on the effect of a common language of instruction.
Debra is a member of the International Reading Association, Association of Literacy Educators and Researchers, Coalition of Reading and English Supervisors of Texas, and Texas Association of Literacy Education.
Susan Szabo
Dr. Susan Szabo earned her B.A. at Western Michigan University, and both her M.Ed. and EdD at Oklahoma State University in reading and supervision.
Dr. Susan Szabo is an associate professor in the Department of Curriculum and Instruction at Texas A&M University-Commerce. She teaches master level and doctorate level courses in reading, language arts, and social studies. She is coordinator of the C&I Doctoral Program and is a member of both the university and the department-level IRB committee.
Before entering university teaching, she worked in the public school system doing various levels of teaching. Her last assignment was as the district’s adolescent reading specialist.
Her research and professional writing focuses on literacy at all levels, teacher education, technology, teacher stages, preservice and inservice teacher development, and the integration of literacy into content areas. She has published over 60 articles in state, regional, and international publications.
Susan is a member of the International Reading Association, Association of Literacy Educators and Researchers, and Texas Association of Literacy Education. She is a member of numerous Editorial Boards for various education journals. She has been co-editor of the ALER Yearbook for the last 8 years.
Dr. Susan Szabo is an associate professor in the Department of Curriculum and Instruction at Texas A&M University-Commerce. She teaches master level and doctorate level courses in reading, language arts, and social studies. She is coordinator of the C&I Doctoral Program and is a member of both the university and the department-level IRB committee.
Before entering university teaching, she worked in the public school system doing various levels of teaching. Her last assignment was as the district’s adolescent reading specialist.
Her research and professional writing focuses on literacy at all levels, teacher education, technology, teacher stages, preservice and inservice teacher development, and the integration of literacy into content areas. She has published over 60 articles in state, regional, and international publications.
Susan is a member of the International Reading Association, Association of Literacy Educators and Researchers, and Texas Association of Literacy Education. She is a member of numerous Editorial Boards for various education journals. She has been co-editor of the ALER Yearbook for the last 8 years.
Sheri Vasinda
Dr. Sheri Vasinda served the public schools of Texas for over 30 years as a classroom teacher, reading specialist, and literacy consultant. She now divides her time between teaching at Oklahoma State University and consulting and conducting research in Texas schools.
Her research interest includes literacy and technology integrations. Findings from her technology integration projects have been published in several journals and books. Other research interests include digital portfolios, critical and digital literacies, issues surrounding student engagement and efficacy, and teacher action research.
She has received many teaching and service awards such as the District Teacher of the Year and Bright Idea Award, Phi Delta Kappa Distinguished Service Award, and Texas A&M University-Commerce Distinguished Alumni Award. She is a recipient of an OSU Center for Innovation and Economical Development Equipment Fund Grant, Oklahoma Commission for Teacher Preparation Transforming Educator Grant, Texas State Reading Association Research Grant, and Best Buy Teach Award Grant.
Her research interest includes literacy and technology integrations. Findings from her technology integration projects have been published in several journals and books. Other research interests include digital portfolios, critical and digital literacies, issues surrounding student engagement and efficacy, and teacher action research.
She has received many teaching and service awards such as the District Teacher of the Year and Bright Idea Award, Phi Delta Kappa Distinguished Service Award, and Texas A&M University-Commerce Distinguished Alumni Award. She is a recipient of an OSU Center for Innovation and Economical Development Equipment Fund Grant, Oklahoma Commission for Teacher Preparation Transforming Educator Grant, Texas State Reading Association Research Grant, and Best Buy Teach Award Grant.
