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Marjorie Siegel

Professional Background

Educational Background

B.S., University of Wisconsin, Madison (1973); 
M.S., Major: Reading Education (1979), Indiana University;
Ed.D. Major: Reading Education, Minors: Socio-Psyholinguistics
and Educational Inquiry Methodology, Indiana University.

Dissertation Title: "Reading as Signification" 

Scholarly Interests

Reading in mathematics classrooms. Cultural and critical perspectives on literacy education. Literacy and the arts.  Literacy and Technology.

Selected Publications

Reading Counts: Expanding the Role of Reading in Mathematics Classrooms (Teachers College Press).

"Critical approaches" (Handbook of Research on Reading, Vol 3).

"Supporting students' mathematical inquiries through reading" (Journal for Research in Mathematics Education).

"More than words: The generative power of transmediation for learning" (Canadian Journal of Education).

C&T 4138: Teaching literacy in the early years

Examination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.

C&T 4900: Research and independent study: Curriculum and teaching

Masters degree students undertake research and independent study under the direction of a faculty member.

C&T 6900: Directed research and theory development in curriculum and teaching

Permission required.

C&T 8900: Dissertation advisement in curriculum and teaching

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.