Mark W. Conley
Instruction Curriculum Leadership
- Conley, M. (2012). Review of Research in Urban
Educational Settings: Lessons Learned and Implications for Future Practice.
Edited by Kimberly A. Scott and Wanda J. Blanchett. Teachers College Record. http://www.tcrecord.org ID Number 16891.
Board for Professional Teaching Standards. (2014). English language arts
standards, third edition. Washington, DC. National Board for Professional
Teaching Standards. (co-chair and member of the standards panel).
Center on Education and the Economy. (2013). What does it mean to be college
and work ready? A report from the National Center of Education and the Economy,
Washington, DC. (member of the English research panel).
- Conley, M. (2012). Content Area Literacy: Learners in Context, (2nd edition). Boston: Pearson.
- Articles and Book Chapters
V., Conley, M., & Graesser, A. (2014). The DENDOGRAM model of instruction:
On instructional strategies and their implementation. In R. Sottilare, A.
Graesser, X. Hu, and H. Holden (Eds.), Design recommendations for intelligent
tutoring systems, Volume 2, Instructional management. Orlando, Florida, US
Army Research Laboratory.
J., & Conley, M. (2014). Teacher performance assessment in Chicago and
beyond. Language Arts, 91, 3, 197-205.
M. (2013). On the question of learning progressions in disciplinary literacy. A
research review commissioned by ACT, Iowa City, IA.
V., Baggett, W., Gire, E., Franceschetti, D., Conley, M., & Grasser, A. (2013).
Towards learner models based on learning progressions in Deep Tutor. In R.
Sottilare, A. Graesser, X. Hu, and H. Holden (Eds.), Design recommendations
for intelligent tutoring systems, Volume 1, Learner modeling. Orlando,
Florida, US Army Research Laboratory.
- Conley, M. (2012). Foregrounding the disciplines
for teacher preparation in secondary literacy. Journal of Adolescent and Adult
Literacy. 56, 2, 149-158.
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