Annemarie Sullivan Palincsar
Professor of Education; Jean and Charles Walgreen Professor of Reading and Literacy; Arthur F. Thurnau Professor
Annemarie Sullivan Palincsar’s research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school; she has studied how children use literacy in the context of guided inquiry science instruction, what types of text support children's inquiry, and what support students who are identified as atypical learners require to be successful in this instruction. She has investigated the use of a hypermedia tool (called EASE-C) to support bringing to scale knowledge and practice regarding text comprehension instruction. She has studied the role of computer-assisted instruction in enhancing children's understanding of subject-matter text and web-based 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 National Education Goals Panel, and the National Advisory Board to Children's Television Workshop. She was recently co-editor of the journal Cognition and Instruction. She completed her doctorate at the Center for the Study of Reading at the University of Illinois, Urbana-Champaign.
Palincsar teaches courses in the following program(s):
Literacy, Language, and Culture
Combined Program in Education and Psychology
Teaching and Learning
Elementary Teacher Education
Elementary Teacher Education (ELMAC) for Literacy, Language, and Culture Combined Program in Education and PsychologyTeaching and LearningElementary Teacher EducationElementary Teacher Education (ELMAC) program
Kucan, L. and Palincsar, A. S. (in press). Locating struggling readers in a reconfigured landscape: A conceptual review. 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.
Kucan, L., Hapgood, S. and Palincsar, A. S. (in press). Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions. To appear in Elementary School Journal.
Kucan, L., Palincsar, A. S., Khasnabis, D., and Chang, C. (2009). The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-Based Discussion. Teaching and Teacher Education, 25, 415-423.
Palincsar, A. S. (2007). The role of research, theory, and representation in the transformation of instructional research. National Reading Conference Yearbook, vol. 67, 41-52.
Deshler, D., Palincsar, A. S., Biancarosa, G., and Naire, M. (2007). Informed choices for struggling adolescent readers: A research based guide to principles and practices. Newark, Delaware: International Reading Association.
Palincsar, A. S., Spiro, R..J., Kucan, L., Magnusson, S. J., Collins, B., Hapgood, S., Ramchandran, A., and DeFrance, N. (2007). Research to practice: Designing hypermedia environment to support elementary teachers’ learning of robust comprehension instruction. In D. McNamara (Ed.). Reading Strategies Handbook. Taylor Francis.
Palincsar, A. S., Hapgood, S., and Magnusson, S. J. (2007). Examining “Expert Guidance” in the Context of Inquiry-based Science Teaching: Applying Lenses that Ann Brown Honed to the Study of Teachers’ Practice. 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.
Palincsar, A. S. and Ladewski, B. (2006). Literacy and the learning sciences. In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp. 299-317). New York: Cambridge University Press.
Courses & Syllabi
Last edited by Elena Godin on Fri, December 13, 2013 - 2:14:56