College of Education, Health and Human Sciences :: Publications

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College of Education, Health and Human Sciences

Publications

REBECCA S ANDERSON

Professor

Instruction Curriculum Leadership

Office Location: 406 Ball Hall

Phone: (901) 678-3977

Email: rsandrsn@memphis.edu

Books
Anderson, R. S., & Speck, B. W. (Eds.). (1998). Changing the way we grade student performance: Classroom assessment and the new learning paradigms. San Francisco: Jossey-Bass.
Anderson, R. S., & Speck, B. W. (2000). Using technology in K-8 literacy classrooms. Merrill/Prentice Hall Publishers.
Anderson, R. S., Bauer, J. F., & Speck, B. W. (Eds.). (2002). Assessment strategies for the online teacher: From theory to practice. San Francisco: Jossey-Bass.
Anderson, R. S., Grant, M. M. & Speck, B. W. (2008). Technology to teach literacy: A resource for K-8 teachers, 2^nd edition. Merrill/Prentice Hall Publishers.

Refereed journal publications
Anderson, [Sharpe], R. S. (1991). Getting an early start: Preservice teachers as teacher researchers. The Abstract, 12(2), 13-33.
Anderson [Sharpe], R. S., & Reid, S. S. (1992). Exit slips: Why use them? Virginia English Bulletin, 42(1), 111-113.
Anderson, R. S., & Coffman, G. A. (1993). Creating your own response to literacy portfolios. Kansas Journal of Reading, 9, 10-16.
Anderson, R. S. (1993). Influential parents: A simple recipe. Virginia English Bulletin, 43 (1), 81-82.
Anderson, R. S. (1994). Using portfolios: Questions to ponder. Tennessee Association of Middle Schools, 21(1), 4-7.
Anderson, R. S., & Reid, S. S. (1994). A collaborative conversation about learning: Using dialogue journals for professional development. In C. Kinzer & D. J. Leu (Eds.), Multidimensional Aspects of Literacy Research, Theory, and Practice (pp. 361-369). Forty-Third Yearbook of The National Reading Conference.
Wasson, R., Anderson, R.S., Huffman, S., & Suriani, M. (1995, July). The implementation of �Voices of Love and Freedom�: A summative report. [Technical Report 9503], Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
DeMeulle, L., Anderson, R. S., & Johnston, J. (1996). Exploring synchronous on-line dialogue as a method of self-inquiry. In T. Kvernbekk (Ed.), Considering the researcher as human being (pp. 99-128). Oslo, Norway: University of Oslo.
Ford, M. P., Anderson, R. S., Bruneau, B. J., & Scanlan, P. A. (1996). Student portfolios in four literacy education contexts: Challenging decisions about evaluation and grading. In D. Leu, C. K. Kinzer, & K. A. Hinchman (Eds.), Literacies for the 21st Century: Research and Practice. Forth-Fifth Yearbook of the National Reading Conference.
DeMeulle, L., Anderson, R. S., & Johnston, J. (1996). Exploring MOO environments for self-study. In Empowering our future in teacher education: Proceedings of the first international conference on self-study of teacher education practices (pp. 147-152). East Sussex, England: The Self-Study of Teacher Education Practices Special Interest Group of the American Educational Research Association.
Anderson, R. S., DeMeulle, L., & Knowlton, D. (1996). Understanding portfolios in teacher education: A national perspective (CenterLines, Vol. 9, No. 1.) Memphis, TN: The University of Memphis, Center for Research on Educational Policy.
Anderson, R. S., & Speck, B. W. (1997). Suggestions for responding to the dilemma of grading students writing. English Journal, 86(1), 21-27.
Anderson, R. S. (1997). Evaluation of the implementation of Accelerated Schools at Lauderdale Elementary School. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Anderson, R. S., & Maxwell, S. (1997). Using alternative assessment practices in teacher education. New Era in Education, 78(1), 14-18.
Anderson, R. S., DeMeulle, L., & Johnston, J. (1997). Plugging in: Using on-line collegial dialogue for self-study. Teaching Education, 8(2), 129-137.
Anderson, R. S. (1998). Exit slips: Listening and responding to students. (The Mentor) Memphis, TN: The University of Memphis, Center for Academic Excellence.
Anderson, R. S., & DeMeulle, L. (Winter, 1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25(1), 23-31.
Johnston, J., Anderson, R. S., & DeMeulle, L. (1998). Prospects for collaborative self-study on the internet. In M. L. Hamilton & S. Pinegar (Eds.), Reconceptualising practice: Self-study in teacher education (pp. 208-223). Falmer Press.
Anderson, R. S. (1998). Why talk about different ways to grade?: The shift from traditional assessment to alternative assessment. In R. S. Anderson & B. W. Speck (Eds.), How do we grade students� performance?: Theory and practice of new learning paradigms. (pp. 5-16). San Francisco: Jossey-Bass.
Anderson, R. S. (1998). Introduction. In R. S. Anderson & B. W. Speck (Eds.), How do we grade students� performance?: Theory and practice of new learning paradigms. San Francisco: Jossey-Bass.
Bol, L., Nunnery, J.A., Lowther, D.L., Dietrich, A.P., Pace, J.B., Anderson, R.S., Bassoppo-Moyo, T.C., Phillipsen, L.C. (May, 1998). Inside in and outside in: The effects of internal and external supports for change in the New American Schools, 30)(3), 358-384, Education and Urban Society.
Anderson, R. S., & Speck, B. W. (1998). �Oh what a difference a team makes�: Why team teaching makes a difference, 14(7), 671-686, Teaching and Teacher Education.
Anderson, R. S., & Maxwell, S. (1998). Professional development school collaboration: A portfolio inservice initiative, 20(3), 67-74, The Professional Educator.
Wasson, R., Anderson, R. S., & Suriani, M. (1999). Integrating a multicultural peacebuilding strategy into a literacy curriculum. In. L. Forcey & I. Harris (Eds.), Peacebuilding for adolescents: Strategies for educators and community leaders. (pp. 213-226). Peter Lang.
Ross, S. M., Alberg, M., Smith, L., Anderson, R., Bol, L., Dietrich, A., Lowther, D.,Phillipsen, L. (1999). Using whole-school restructuring designs to improve educational outcomes: The Memphis Story at Year 3. Teaching and Change. 7(2), 111-126.
Anderson, R., Ford, M., McKinney, M., Roehler, L., Scanlon, P., & Bruneau, B. (2000). Opening the portfolio again: Conflicting viewpoints on assessment in K-12 classrooms. In 49^th Yearbook of The National Reading Conference (pp. 291-304). Chicago: National Reading Conference.
Bauer, J. F., & Anderson, R. S. (2000). Evaluating students� written performance in the online classroom. In R. Weiss, D. S. Knowlton & B. W. Speck (Eds.), Principles of effective teaching in online classrooms. (pp.65-72). San Francisco: Jossey-Bass.
Bauer, J., & Anderson, R. S. (2000). Win with the class: Ask for student help in designing a rubric. (The Mentor, Vol. 2, No. 2). Memphis, TN: The University of Memphis, Center for Academic Excellence.
Bauer, J. F. & Anderson, R. S. (2001, December/January). A constructivist stretch: Preservice teachers meet preteens in a technology-based literacy project. Reading Online, 5(5). Available: http://www.readingonline.org/articles/art_asp?HREF=bauer/index.html
Puckett, J. B. & Anderson, R. S. (2002). Assessing field experiences. In R. S. Anderson, J. F. Bauer., & B. W. Speck (Eds.), Assessment strategies for the online class: From theory to practice. (pp. 53-60). San Francisco: Jossey-Bass.
Anderson, R. S. & Puckett, J. B. (2003). Assessing students� problem solving assignments. In D. S. Knowlton, & D. Sharp (Eds.), Problem-based learning for the information age. (pp. 81-89). San Francisco: Jossey-Bass.
Anderson, R. S., Dietrich, A., Puckett, J., Scott, J. & Smith, L. (2004). Creating literacy partnerships with middle school teachers. Tennessee Association of Middle School(31), 54-63.
Roblyer, M. D. & Anderson, R. S. (2005) Technology for English and language arts instruction. In M. D. Roblyer, Integrating Educational Technology into Teaching (287-305). Pearson Education.
Anderson, R. S., & Puckett, J.B. (2005) The usefulness of an online platform for capturing literacy field experiences: Four lessons learned. Reading Research and Instruction(44), 22-46.
Anderson, R.S., Flynt, E.S., Hovda, R. & Johnston, J.M. (2006). Collaboration and community: Pushing boundaries through self-study, "Using storytelling to shape the future of a college of education: An appreciative inquiry approach" The Sixth International Conference on Self-Study of Techer Education Practices, Herstmonceux Castle, East Sussex, England.
Moberly, D.A., Puckett, J., Heeren, E., & Anderson, R. (2006). Using technology to teach reading in content areas: Nine top approaches. Tennessee Association of Middle Schools (35), 35-45.
Anderson, R.S., & Balajthy, E. (2007). Exploring a literacy website that works: ReadWriteThink.org. The Reading Teacher (61), 94-96.
Anderson, R.S., & Balajthy, E. (2008). Stories about struggling readers and technology. The Reading Teacher (62), 540-542.
Anderson, R. S., & Bauer, J. (2010). Teaming up with reading: Writing in the content areas. The Tennessee Association of Middle Schools Journal. 42 (1), 4-11.
Anderson, R. S., Goode, G. G., & Mitchell, J. S. (2011). Content area writing in the middle school: How to help students revise. The Tennessee Association of Middle Schools, 43(2), 3-10.
Goode, G. G., Mitchell, J. S., Thompson, R., & Anderson, R. S. (2012). Developing middle school writers: Revision strategies that create community. The Tennessee Association of Middle Schools, 44(1), 29-41.
Goode, G. G., & Anderson, R. S. (2012). Teachers� voices: Creating picture books with computers. In: Pandey, A.. Essential Linguistics for Early Childhood Practitioners, P-3. Columbia.
Anderson, R. S., Goode, G., Mitchell, J., & Thompson, R. (in press). Using digital tools to teach writing in K-12 classrooms. In J. Whittingham, S. Huffman, W. Rickman, & C. Wiedmaier (Eds.), Technological tools for the literacy classroom. IGI Global.

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Last Updated: 2/1/12