Author Biographies

Rusty Bresser

Rusty Bresser first became interested in teaching while doing anthropological research on children and families in a rural farming community in French Polynesia. His interest in applied anthropology led him to the Teacher Education Program at the University of California, San Diego.

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Carolyn Bridges

Carolyn Bridges is a fourth-grade teacher in Waterville, Maine, and her classroom is often an observation site for colleagues.  With Jennifer Allen, Carolyn takes notes and reflects on what her students say and do through reading workshops.  By doing this they continually improve their teaching methods and are learning better ways to run their r

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Lois Bridges

Lois Bridges is a consultant, teacher, editor, and writer specializing in teachers' professional development. Her teaching has ranged from multiage elementary classrooms to preservice college level at the University of California.

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Fred Steven Brill

Fred Brill began considering a career in education after coaching a middle school gymnastics team and then working as an outdoor education summer counselor of emotionally disturbed kids. "I was always able to connect with young people—especially those who had the most difficulty fitting in," Fred recalls.

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Herbert W. Broda

Herb is a professor emeritus of education in the Department of Curriculum and Instruction at Ashland University in Ohio. He teaches both graduate and undergraduate courses with an emphasis on middle school education, instructional methods, and outdoor/experiential education.

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Faye Brownlie

Faye became a teacher because she loves kids of all ages and their enthusiasm for learning. "They keep me young and involved and push my thinking and learning about how to meet the needs of each and every one of them," she explains.

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Trevor A. Bryan

Trevor Bryan has two core beliefs about the arts. The first is that the arts foster joy and connection, especially when times or topics are tough. And the second is that the arts help us to make meaning of our human experience. These beliefs, along with numerous, meaningful arts experiences as a student, established Bryan’s North Star as he entered into teaching 20 years ago: to show how the arts could positively and meaningfully impact every students’ academic career. For the first 10 years of his teaching career, Bryan struggled to transform his beliefs into meaningful educational practices and to clearly demonstrate the relationship between the arts and academics. Then, he had a breakthrough. Bryan started to explore the relationship between viewing artwork and reading comprehension skills. This is when his beliefs and practice finally began to converge.

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Mary Anne Buckley

Mary Anne Buckley has over twenty-five years of experience in early childhood education. She is also the youngest of six siblings from a loving and goofy family. “We shared intellectual, creative, and social highs and lows around the dining room table every night. It was the first Friendship Workshop.”

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Aimee Buckner

Aimee Buckner has been in education for more than twenty years. She thrives on the idea that teaching is about helping students develop intellectually, physically, and emotionally. The writer's notebook helps her carve out a place in the curriculum to allow students to truly be themselves and find their own voice.

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Doug Buehl

Doug Buehl has been a social studies teacher, reading teacher, literacy coach, and district adolescent literacy support teacher in the Madison Metropolitan School District, Madison, Wisconsin. He is the author of the national bestseller Classroom Strategies for Interactive Learning and is currently an instructor of disciplinary literacy at Edgewood College in Madison.

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Brad Buhrow

Brad was born in Edgerton, Wisconsin, a small town in the southeastern part of the state. He received his BA from the University of Colorado at Boulder, his teaching license from Metropolitan State University at Denver, and his MA from the University of Colorado at Denver.

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Kellie Buis

Kellie is currently a consultant for early literacy with a specialty of teaching writing. She also teaches first grade in the Delta School District in British Columbia, and consults with schools in the United States and Canada.

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Richard Bullock

Richard decided to become a teacher in the seventh grade when Mr. Novak was on TV. "When I went to college, I decided that being a college professor was the best job in the world.

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Anne Burke

A practicing school teacher for ten years, Anne Burke is an Assistant Professor of Children's Literature and Early Learning at Memorial University. Anne explores the role of play in children's educational development, family and community literacy, children and youth, digital text making, and the role of media in children's lives.

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Jan Burkins

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

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Antonia Cameron

Antonia Cameron is the CEO and co-founder of reimaginED, a coaching organization devoted to improving teaching and learning in mathematics. She is currently studying how to (1) revitalize early childhood math learning; and, (2) use feedback to transform school culture. Her book, Agents of Change, How Content Coaching Transforms Teaching, was co-authored with Lucy West, and is used nationally as a tool to mentor coaches and other leaders.

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Kimberly Hill Campbell

Kimberly Hill Campbell had a bit of a bumpy start as a beginning teacher. She taught language arts at Estacada Junior High School from 1979 until 1982. "Then," she says, "I became the statistic: a beginning teacher who left the profession. I was frustrated that I had no voice about the curriculum in my classroom."

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Terry Anne Campbell

Dr. Terry Anne Campbell is a professor in the Schulich School of Education at Nipissing University. A storyteller and elementary teacher before joining the department of teacher education at Nipissing, Terry’s work centers on the theory and practice of reading, writing, and talk.

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Rose Cappelli

Rose comes from a family of musicians and teachers, both of which have greatly influenced her life. A volunteer job in high school led her to pursue work with hearing- and language-impaired children.

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Mary Cappellini

Mary Cappellini is a Bilingual Educational Consultant and a published children's book author who has worked in education for over thirty years. A teacher at heart, she enjoys engaging teachers in reflections and classroom demonstration lessons in her staff development with schools across the country.

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Mary Ann Cappiello

Mary Ann is a Professor of Language and Literacy in the Graduate School of Education at Lesley University in Cambridge, Massachusetts.

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Carolyn Helmers

Carolyn Helmers has been both a half day and full day kindergarten teacher and immersed in emergent literacy for more than 29 years at Maddux Elementary. She was trained in Reading Recovery from The Ohio State University and spent 11 years teaching kindergarten in the mornings and first graders one on one in the afternoons.

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Paul Carreiro

Paul is from Springfield, Massachusetts, and received his master's degree from Dalhousie University and his bachelor's degree from York University. He currently teaches at Cavalier Drive School in Lower Sackville, Nova Scotia. He is a learning center teacher for students with autism, cerebral palsy, global delays, and severe behavior problems.

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Maria Carty

Maria always knew that she wanted to become a teacher. "Both of my parents were teachers and it is something I worked toward my entire life. As a child I would play school with my younger brother.

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Stephen Cary

Stephen Cary, a second language learner specialist, has worked as a teacher, resource teacher, and administrator.

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Oliver Caviglioli

Oliver Caviglioli has been using mapping in his professional and personal life for over twenty-five years. He is headteacher of a special school, and has a family, but finds time to share his skills by leading training courses in schools, on Model Mapping, Accelerated Learning, and Thinking Skills.

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Kelly Chandler-Olcott

Kelly in some ways didn't have a choice about becoming a teacher. "When my mother (a former reading teacher and current principal herself) began kindergarten in Allagash, Maine, her grandmother was the teacher, her mother the principal, and two aunts taught other grades in the school.

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Beth Critchley Charlton

Beth was influenced by her father to become a teacher. She is a native of Toronto and has been a K–9 teacher, resource teacher, and Reading Recovery teacher. She is currently a literacy assessment consultant for the Nova Scotia Department of Education and a part-time lecturer at Mount St. Vincent University.

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Ruth Sidney Charney

Ruth Sidney Charney has been a teacher of children and teachers for over thirty years. A co-founder of Northeast Foundation for Children, she gives teacher workshops and consults in schools throughout the country. She holds master's degrees from Teachers College of Columbia University and the Bank Street College of Education.

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Nancy Chesley

Nancy Chesley was an elementary teacher for twenty-six years and a K–5 science and literacy specialist for six years. She won the Presidential Award for Excellence in Elementary Science Teaching in 2000 and the Milken Foundation National Distinguished Educator Award in 2002. She received a BA in elementary education and an MSEd in literacy education from the University of Southern Maine.

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Christof Weber

Christof Weber is an associate professor in the School of Education at the University of Applied Sciences Northwestern Switzerland. He taught mathematics for twenty-five years at a “Gymnasium” in Switzerland, a post-compulsory public high school preparing students for tertiary education.

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Susan Church

Susan received her bachelor's degree from the University of Wisconsin, her MEd degree in secondary education from Boston University, an MA in special education from Acadia University, and her PhD from the University of South Australia.

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Responsive Classroom

The Responsive Classroom approach is a widely used, research-backed approach to elementary education that increases academic achievement, decreases problem behaviors, improves social skills, and leads to more high-quality instruction.

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Marie Clay

Marie M. Clay began her career as a classroom teacher and worked in the Psychological Service of the New Zealand Ministry of Education until she was appointed to the University of Auckland, where she prepared psychologists for that service for the next thirty years.

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Marlynn Clayton

Marlynn K. Clayton has twenty years of experience as a classroom teacher in the primary grades. A co-founder of Northeast Foundation for Children, she has worked for the past eleven years as director of professional development for the organization.

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Jean Anne Clyde

Jean Anne Clyde is an associate professor of literacy education at the University of Louisville where she teaches courses on literacy, teaching, and kidwatching. Her research interests include multiple literacies and early literacy, topics she has written about.

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Elizabeth Coffman

Liz Coffman, MEd, is an active participant in the arts education community in Manitoba, Canada. For many years Liz has been a professor in the Faculty of Education at the University of Manitoba, specializing in the early years and the arts.

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