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Michael W. Smith

Michael W. Smith, Professor.
Curriculum, Instruction, and Technology in Education

1301 Cecil B. Moore Ave.
445 Ritter Hall, College of Education
Philadelphia, PA 19122

phone/fax: (215) 204-6137
mwsmith@temple.edu

Education

1987 Ph.D. University of Chicago. Special Field: Curriculum and Instruction.

1976 M.A.T. University of Chicago. Major Emphases: English and Education

1976 B.A. University of Chicago. Major: English

Areas of Professional Interest

The learning and teaching of literature and composition, adolescents' in and out of school literacies, boys and school achivement.

Recent Scholarship

Smith, M. W. & Wilhelm, J. (2006). Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann.

Smith, M. W. & Wilhelm, J. (under contract). Getting it right. New York: Scholastic.

McCann, T., Johannesson, L. R., Kahn, E., Smagorinsky, P., & Smith, M. W. (Eds.) (2005). Reflective teaching, reflective learning: How to develop critically engaged readers, writers, and speakers.  Portsmouth, NH: Heinemann.

Smith, M. W., & Wilhelm. J. (2002).Reading dont fix no Chevys: Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Smith, M. W., & Connolly, B. (2005). The effects interpretive authority on classroom discussions of poetry: Lessons from one teacher. Communication Education, 54, 271-288.

Smith, M.W. & Rabinowitz, P.J. (2005). Playing a double game Authorial reading and the ethics of interpretation. Journal of Language and Literacy Education, 1[On-line], Available:
www.coe.uga.edu/jolle

Smith, M. W., & Wilhelm, J. D. (2005). Boys and reading: Its more complicated than you think. The California Reader, 38(4), 5-13.

Smith, M. W. & Wilhelm, J. (2004). I just like being good at it: The importance of competence in the literate lives of young men. Journal of Adolescent and Adult Literacy, 47, 454-461.

Connolly, W., & Smith, M. W. (2003). Dropping in a mouse: Reading poetry with our students. The Clearing House, 76, 235-240.

Connolly, W., & Smith, M. W. (2002). Teachers and students talk about talk: Class discussions and the way it should be. Journal of Adolescent and Adult Literacy, 46, 16-29.

Smith, M., Cheville, J., & Hillocks, G., Jr. (2006). "I guess I'd better watch my English": Grammar and the teaching of English language arts. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook on Writing Research (pp. 263-274. New York: Guilford Press.

Smith, M. W. (2005). Accepting the challenge of Chevys: What my research means for my teaching. In T McCann, L. Johannesson, E. Kahn, P. Smagorinsky, & Smith, M. W. (Eds.) Reflective teaching, reflective learning: How to develop critically engaged readers, writers, and speakers (pp. 135-146).  Portsmouth, NH: Heinemann.

Smith, M. W. (2005). Reading and relating. In J. Scieska (Ed.), Guys write for Guys Read (pp. 236-237). New York: Viking.

Hillocks, G., Jr., & Smith, M. W. (2003). Grammars and literacy learning. In J. Flood, J. Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research on teaching the English language arts (2nd. ed., pp. 721-737. Mahwah, NJ: Erlbaum.

Levin, F., Smith, M. W., & Strickland, D. (2003). Pitfalls and potential: Multicultural literature and teachers as readers groups. In R. Barrera, J. Garcia, V. Harris, & A. Willis (Eds.). Multicultural issues in literacy research (pp. 263-287). Mahwah, NJ: Erlbaum.