College of Education, Health and Human Sciences College of Education, Health and Human Sciences
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Publications

Mark W. Conley

Professor

Instruction Curriculum Leadership

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Email: conleym54@gmail.com

  • 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.
  • National 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 
  • Conley, M. (2012). Cognitive strategy instruction for adolescents: What we know about the promise, what we don’t know about the potential. In J. Ippolito, J. Steele, and J. Samson (Eds.), Adolescent Literacy. Cambridge, MA: Harvard University Press.

  • Barker, J., & Conley, M. (2014). Teacher performance assessment in Chicago and beyond. Language Arts, 91, 3, 197-205.
  • Conley, M. (2013). On the question of learning progressions in disciplinary literacy. A research review commissioned by ACT, Iowa City, IA.
  • Rus, 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.
  • Conley, M. & Wise, S. (2011). Comprehension for what? Literacy for college, careers, citizenship and belonging. Theory Into Practice. 50, 2, 1-7.


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