• Literacy talks: Conversations between preservice, novice, and veteran teachers

Education

• Ph.D., University of Illinois, 1984-1990.
• M.Ed., Literacy Education, Eastern Washington University, 1973-1974.
• M.A., Educational Psychology, Michigan State University, 1970-1971.
• B.A. English, Michigan State University, 1964-1968.

Professional Experience

• 2002-present, Associate professor, Washington State University
  Pullman, WA.
• 2000-2002, Head, Teacher Education, Associate professor, University of Oregon
  Eugene, OR.
• 1999 -2000, Coordinator, Integrated Teaching Program, Associate professor
  University of Oregon, Eugene, OR.
• 1998-1999, Interim Associate Director for the School of Education.
• 1996 - 1999, Associate Professor.
• 1991 - 1996, Assistant Professor, University of Delaware, Newark, DE.
• 1989 - 1991, Instructor, Eastern Washington University, Cheney, WA.
• 1988 - 1989, Research Assistant, Center for the Study of Reading, University of Illinois
  Champaign, IL.
• Summers, 1990, 1991, 1992, Consultant, Extending Language Fluency, Spokane Public Schools, Spokane, WA.
• Summers, 1988, 1987, 1986, 1978, 1977; Spring, 1988; Fall, 1978, Adjunct Professor, Eastern Washington University, Cheney, WA.
• 1986 - 1988, Reading Specialist, Mountain View Middle School, East Valley School District
  Spokane, WA.
• 1985 - 1986, Teaching Assistant, University of Illinois, Champaign, IL.

Awards

• Trustees Scholarship, Michigan State University.
• Teacher of the Year, East Valley School District, 1983
• Celebrate Literacy Nominee, 1987
• The Honor Society of Phi Kappa Phi, University of Illinois
• Outstanding Professor Nominee, University of Delaware Panhellenic Council,
  1995
• Outstanding Article Award, Journal of Reading Education, 1995-1996

Selected Publications and Book Sections

• Roe, M. F. (2004). Professional Learning Catalysts: An Examination of One Teacher’s
  Developing Literacy Practices. Manuscript submitted for publication.
• Roe, M. F., & Vukelich, C. (2004). Sign versus substance: An investigation of a writing
  professional development program. Manuscript submitted for publication.
• Roe, M. F. (2004). Real reading interactions: Identifying and meeting the challenges of middle level poor readers. Manuscript submitted for publication.
• Roe, M. .F., & Vukelich, C. (2004). Tutoring the reading tutor: A case study. Manuscript
  in preparation.
• Roe, M. F., & Radebaugh, M. (2004). A novel approach to exploring literacy issues.
  Journal of Reading Professors, 26(1), 23-37.
• Roe, M. F. (2003/2004). A review: Inside the literacy hour: Learning from classroom experience.Childhood Education, 80(2), 98.
• Roe, M. F. (In press). Literacy for middle school students: Challenges of cultural synthesis.
  Research in Middle Level Education Online.
• Roe, M. F., Vukelich, C., Albertson, B., & Kelley, M. (In press). Partnership of promise: Tackling writing achievement. Journal of Reading Education.
• Roe, M. F., & Vukelich, C. (2001). Understanding the gap between an AmericaReads program and the tutoring sessions: The nesting of challenges. Journal of Research in Childhood Education, 16(1), 39-52.
• Roe, M. F., & Kleinsasser, R. C. (2000). Theoretical and practical literacy practices: The need
  for a cultural synthesizer. Research in Middle Level Education Annual, 23(2), 129-147.
• Roe, M.F., & Vukelich, C. (1998). Literacy histories: Categories of influence. Reading Research and Instruction, 37(4), 281-295.
• Roe, M. F., & Vukelich, C. (1998). Literacy portfolios: Challenges that impact change.
  Childhood Education, 74(3), 148-153.
• Roe, M. F. (1997). A review: Teacher portfolios - Literacy artifacts and themes. Journal of
  Adolescent and Adult Literacy, 41(1), 86-87.
• Roe, M. F. (1997). A review: Girls in the middle. Childhood Education, 74(1), 47-48.
• Roe, M. F., & Vukelich, C. (1997). That was then and this is now: A longitudinal study of
  teachers’ portfolio practices. Journal of Research in Childhood Education, 12(1), 16-26.
• Roe, M. F. (1997). Combining enablement and engagement to assist students who do not read and write well. Middle School Journal, 28 (3), 35-41.
• Roe, M. F. (1995). Professional activity packets: Bridging to practice. Journal of Reading
  Education, 20(2), 30-41.
• Stephens, D., Pearson, P. D., Gilrane, C., Roe, M. F., Commeyras, M., Stallman, A., Shelton, J., Weinzerl, J., & Rodriguez, A. (1995). Assessment and decision making in schools: A crosssite analysis. Reading Research Quarterly, 30(3), 478-499.
• Vukelich, C., & Roe, M. (1995) Imitations of life: Authenticity in classroom literacy events.
  Contemporary Education, 66(3), 179-182.
• Roe, M. F., & Vukelich, C. (1994). Portfolio assessment: What about R for realistic? Journal of Research in Childhood Education, 9(1), 5-14.
• Roe, M. F. (1994). A microethnography of a seventh grade social studies classroom. Research in Middle Level Education, 18(1), 21-38.
• Roe, M. F., & Stallman, A. (1994). A comparative study of dialogue and response journals.
  Teaching and Teacher Education, 10(6), 579-588.
• Roe, M. F., & Kleinsasser, R. C. (1993). Delicate balances: The ecology, culture and
  communication of reading teachers. Reading Research and Instruction, 33(2), 83-94.
• Roe, M. F., & Radebaugh, M. (1993). One middle school's elimination of homogeneous
  grouping: A qualitative study. Research in Middle Level Education, 17(1), 47-62.
• Roe, M. F. (1992). Strategy instruction: Complexities and possibilities. Journal of Reading,
  36(3), 190-196.
• Anderson, R. C., Armbruster, B., & Roe, M. (1990). A modest proposal for improving the
  education of reading teachers. Daedalus, 187-210.