Annemarie Sullivan Palincsar
Palincsar is the Jean and Charles Walgreen Jr. Chair of Reading and Literacy, Ann L. Brown Distinguished University Professor, Arthur F. Thurnau Professor, and a teacher educator at the University of Michigan. She is an instructional researcher who studies teaching and learning in K-8 classrooms, typically collaborating closely with classroom teachers.
Currently, Palincsar's primary research interest is in supporting students to learn how to engage in knowledge building with informational text, especially in the context of project-based scientific inquiry. With her research group--and in collaboration with computer engineer Elliot Soloway--she has designed and studied the use of a cyber-learning environment in which students collaborate as they read texts, view video, use simulations, write, and draw, while engaging in scientific inquiry. She recently received funding from the Lucas Educational Research Fund to develop and study the use of project-based learning in the upper elementary grades. With science educator Betsy Davis and the ELECTS team, she recently conducted a series of studies investigating the value of educative supports for science teaching in the upper elementary grades. With linguist Mary Schleppegrell and the Language and Meaning research group, she used design-based research to investigate the process and outcomes of teaching English learners the use of functional grammar analysis as a means of supporting them to interpret and learn from narrative and informational text. Palincsar has served as a member of: the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children, the OERI/RAND Reading Study Group, the National Research Council’s Panel on Teacher Preparation, The International Reading Association’s Literacy Research Panel and the National Advisory Board to Children's Television Workshop. She was co-editor of the journal Cognition and Instruction and is a member of the National Academy of Education. She was recently appointed to the study group for the preparation of How People Learn, volume 2.
Literacy Curriculum, Instruction and Assessment: Primary / Elementary
Focuses on the child in her or his own varying life contexts, including home, school, clinic, and community. Studies the ways individual children who are experiencing literacy problems understand and express their knowledge of literacy within and across these contexts. Uses this portfolio of information in the design of effective interventions and assessments for young children in their classrooms.
Foundations of Literacy
Prerequisites: Graduate standing.
Provides key theoretical underpinnings to research and instruction in literacy. Investigates current theories of reading/literacy and their historical roots as well as current trends in practice. Ties these trends in practice to the question: “What is typical and atypical development and how does context affect judgments about typicality and atypically?”
Literacy 2: Development of Comprehension and Motivation PK-6
Addresses effective teaching of reading comprehension across PK-6. Focus is on the skills, strategies, knowledges, and motivations that support the development of reading comprehension, how to assess comprehension, and how to design and enact a range of instructional strategies and routines to support students in becoming skillful and engaged readers across subject areas.
"Locating struggling readers in a reconfigured landscape: A conceptual review."
Kucan, L. and Palincsar, A. S. (in press). To appear in M. Kamil, D. Pearson, P. Afflerbach, and E. Moje (Eds.), The Handbook of Reading Research (fifth edition). To be published by Taylor Francis.
"Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions."
Kucan, L., Hapgood, S. and Palincsar, A. S. (in press). To appear in Elementary School Journal.
"The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-Based Discussion."
Kucan, L., Palincsar, A. S., Khasnabis, D., and Chang, C. (2009). Teaching and Teacher Education, 25, 415-423.
"The role of research, theory, and representation in the transformation of instructional research."
Palincsar, A. S. (2007). National Reading Conference Yearbook, vol. 67, 41-52.
“Informed choices for struggling adolescent readers: A research based guide to principles and practices.”
Deshler, D., Palincsar, A. S., Biancarosa, G., and Naire, M. (2007). Newark, Delaware: International Reading Association.
"Research to practice: Designing hypermedia environment to support elementary teachers’ learning of robust comprehension instruction."
Palincsar, A. S., Spiro, R..J., Kucan, L., Magnusson, S. J., Collins, B., Hapgood, S., Ramchandran, A., and DeFrance, N. (2007). In D. McNamara (Ed.). Reading Strategies Handbook. Taylor Francis.
"Examining 'Expert Guidance' in the Context of Inquiry-based Science Teaching: Applying Lenses that Ann Brown Honed to the Study of Teachers’ Practice."
Palincsar, A. S., Hapgood, S., and Magnusson, S. J. (2007). To appear in J. C. Campione, K. Metz, and A. S. Palincsar (Eds.), Children's learning in the laboratory and in the classroom: Essays in honor of Ann Brown. Routledge.
"Literacy and the learning sciences."
Palincsar, A. S. and Ladewski, B. (2006). In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp. 299-317). New York: Cambridge University Press.