College of Education, Health and Human Sciences College of Education, Health and Human Sciences
University of Memphis Photo
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, 2nd 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  49th  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. G., Mitchell, J. S., & Thompson, R. (2013).  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.  (pp. 10 – 26). Hershey, PA:  IGI Global.
  • Anderson, R. S., Bauer, J. F., Lowther, L. L., & Robertson, J. S. (2013). Educational leaders: Preparing university teachers to meet student needs in online courses.  Journal of Educational Leadership, Policy and Practice, 28(1), 69-82.
  • Anderson, R. S., Goode, G. G., Mitchell, J. S., & Thompson, R. (2013). Four online discussion strategies: Perceptions of seven doctoral students.  Journal of Literacy and Technology. 14(2).
  • Anderson, R. S., Mitchell, J. S., & Thompson, R., & Trefz, K. (2014). Supporting young writers through the writing process in a paperless classroom. In R. S. Anderson & C. Mims (Eds.), Handbook of research on digital tools for writing instruction in K-12 settings. (pp. 337-362). Hershey, PA: IGI Global.


Return to Department

CEPR / HSS / ICL / LEAD

Text Only | Print | Got a Question? Ask TOM | Contact Us | Memphis, TN 38152 | 901/678-2000 | Copyright 2014 University of Memphis | Important Notice | Last Updated: 
Last Updated: 2/1/12