Please see Curriculum Vita for bio information.

Curriculum Vita

Adler, M.A., & Trepanier-Street M.  (Under review with Journal of Literacy Research). College Students’ Beliefs about Preschooler’s Literacy Development: Results from a National Study of Jumpstart.

Adler, M.A. (2005).  Programs for English language learners.  In, B. M. Beyer & E. S. Johnson, Special programs & services in schools: Creating options, meeting needs, pp. 77-92.  Lancaster, PA: Pro>Active Publications.

Douglas, N., & Adler, M.A.  (2004).  Jumpstarting first grade: A unique literacy program.  Lansing, MI: Michigan Reading Journal.

Hiebert, H.H., Brown, S.A., Taitague, C., Fisher, C.W., & Adler, M.A.  (2003). Texts and English language learners.  In Fenice Boyd and C. Brock (Eds.), Multicultural and multilingual literacy and language: Contexts and practices, pp. 32-53.  NY: The Guilford Press.

Adler, M.A.  (2002).  Successful reading achievement in beat the odds schools.  In J. Rainer Dangel (Ed.), Association of Teacher Educators, Yearbook XI, pp. 145-166.  Dubuque IA: Kendall/Hunt Publishing Co.

Hiebert, E. H., & Adler, M.A. (2002).  Critique of The Report of the National Reading Panel.  In B.J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice, pp. 118-120.  Santa Barbara, CA: ABC/CLIO.

Adler, M.A. (2002). Serna Elementary School.  In Taylor, B. M., & Pearson, P. D. (2002). Teaching reading: Effective schools, accomplished teachers. Mahwah, NJ: Erlbaum.

Adler, M.A., & Fisher, C.W.  (2001).  Beyond the classroom: A study of school-wide structures that make a difference.  Children and Families, Vol. XV, No. 4.  Alexandria, VA: National Head Start Association.

Adler, M.A., & Fisher, C.W.  (2001).  Early reading programs in high poverty schools: A case of beating the odds.  Reading Teacher, 54 (6): 616-619.

Adler, M.A, & Bates, P.  (1997).  Desegregation.  In C. Grant & G. Ladson-Billings (Eds.), Dictionary of multicultural education.  Phoenix AZ: Oryx Press.

TECHNICAL/ACADEMIC REPORTS

Adler, M.A. (2004).  Pacific Child Assessment Review.  Unpublished technical report provided as part of a grant evaluation for the Regional Educational Lab, Honolulu, HI.

Fisher, C.W., & Adler, M.A.  (1999). Early reading programs in high-poverty schools: Emerald Elementary beats the odds.  CIERA Report #3-009, University of Michigan.

Adler, M. A. (1999).  The America Reads Challenge and federal work study students: An analysis of tutoring sessions. CIERA Report #3-007, University of Michigan.

Adler, M.A.  Language, literacy, and culture as grade one teachers carry out national educational reform policies: A Philippine ethnography.  (1997).  Unpublished Ph.D. dissertation.  The University of Michigan, Ann Arbor.

Adler, M.A.  Teacher talk in bilingual classrooms. (1991 September).  Second year research paper for School of Education, Reading and Literacy Program, unpublished.

Adler, M.A.  Project report on critical thinking skills of upper elementary school children in the Philippines. (1988 March).  Unpublished technical report for the Philippine-American Education Foundation, Manila, Philippines,

Adler, M.A.  Low and intermediate ESL readers: Do they prepare ESL students for academic reading?  (1983).  M.S. Thesis, California State University, Hayward.

For the ESL Minor, ESL Endorsement and/or MA with ESL Endorsement:

EDD 447/547 Second Language Teaching: Elementary

EDD 448/548 Practicum in Second language Teaching Elementary EDC 455/555

EDC 455/555 Assessment for Second Language teaching (K-12)

For the Language Arts Major and/or Minor:

EDD 468/568 Reading and Language Arts Elementary

For the MA with a Reading Endorsement:

EDB 503 Reading Programs: Organization and Management: K-12

My research interests are all involved with high-poverty, low-achieving schools. I am particularly interested in understanding these systems from multiple perspectives. My primary research methodology is qualitative. The following three current projects illustrate these interests:

1. Understanding the nature of teacher practice within the context of public policy has been an interest of mine that began before my doctoral studies. My dissertation is a direct result of these interests, which I continue to pursue. My dissertation, Language, Literacy, and Culture as Grade One Teachers Carry Out National Educational Reform Policies: A Philippine Ethnography, examines the instructional practices and social actions of six grade one teachers at one Philippine public central elementary school during the 1988 - 1989 school year. Specifically, the study examines language and literacy, culture shared across systems, and policy and practice within the framework of Philippine educational reform policies. The study shows that the shared culture of the teachers, children, and administration actually impeded language and literacy instruction and learning.

2.Understanding the nature of teacher beliefs with regard to pedagogy for the purposes of improving preservice and inservice programming. As part of this endeavor, I am currently working on the following:

Adler, M., with M. Trepanier-Street. We have been analyzing survey data on the UM-D Jumpstart Core Members during this past year. To date we have completed one article, “College Students’ Beliefs about Preschooler’s Literacy Development: Results from a National Study of Jumpstart Analysis," is currently under review with The Journal of Literacy Research for review. Work continues on a second article focusing on college students’ perceptions of early childhood and will be submitted this spring to a national early childhood research journal.

3. Improving curriculum and instruction for students in high-poverty, low-performing schools.. This work is related to my interest in understanding teacher beliefs, but is more directly involved with schoolwide endeavors to understand how to best reach students who enter school at a different place academically than their middle/upper class peers. As part of this endeavor, I am involved with the following projects:

Adler, M. with Burke, C., & Brunvand, S. University of Michigan-Dearborn – LEA Ethnography Curriculum Development Project. We continue to work on a long-term curriculum development project with all of the elementary schools in one high-poverty, low-achieving school district. During the 2005-2006 school year, I worked in the classroom with one fifth grade teacher. As a result of work done to date, paper was presented at AERA this spring and we are in the process of seeing external funding to support future work. We are currently working on articles for publication.