Updated 9/01
Susan Florio-Ruane
CURRICULUM
VITAE
Michigan State University 200
Riverfront Drive #20K
College of Education Detroit,
MI 48226
305 Erickson Hall Office
313-393-3012
East Lansing, MI 48824 Residence
/FAX 313-259-1776
Tel: 517-353-3887
Email: susanfr@msu.edu
EDUCATION
Harvard University Graduate School
of Education, Doctorate in Education, June 1978
Thesis:
Learning How to Go to School: An Ethnography of Interaction in a
Kindergarten/First Grade Classroom. Concentration
in Learning Environments with emphasis on ethnographic and sociolinguistic
research in classroom settings and application of such research to teacher
education.
Harvard University Graduate School
of Education, Masters in Education, June, 1974
Concentration
in Human Development with emphasis on psychological aspects of language and the
acquisition of language by children as well as on the organization of
communication in social interaction.
Tufts University, Medford,
Massachusetts, Special Student, 1971
Concentration
in sociology of small group interaction.
Boston University, Boston,
Massachusetts Bachelor of Science in Education, June 1970
Majored
in English/Secondary Education with emphasis on literary criticism and work in
all genres. Minor in social
science. (Cum Laude)
New York University, New York, New
York Special Student, summer 1968
Concentration
in Victorian literature.
College of Mount Saint Vincent,
Riverdale, New York, 1966-67
Concentration
in French and Spanish (Dean's List).
PROFESSIONAL
EXPERIENCE
Funded
Research
Seeing Worlds in Grains of Sand: Cases, Complexity,
and Cognitive Flexibility in the Teachers Learning Collaborative (00-01) (with K. Au, T.E. Raphael,
& R. Spiro). Continuation Grant Funded by the Center for Improvement of
Early Reading Achievement, U.S. Department of Education, Office of Research and
Improvement
Professional Development as a
Tool for Re-Engaging Low Achieving Readers (98-00) (with T. E. Raphael). Funded by U. S. Department of
Education, Office of Research and Improvement
Teachers-in-Residence Program (99-00) (with T.E. Raphael, N.
Pinkard, and N. Yochum) Funded by Walgreen Foundation and the University of
Michigan.
Reading Culture in Autobiography:
The Education of Literacy Teachers (97-98) (with
T.E. Raphael). Funded by the
National Council of Teachers of English Grants-in-Aid Foundation
Exploring the Concepts of
Culture, Social Identity and Schooling in Beginning Teachers' Discussions of
Ethnic Autobiography
(95-96) (with J. deTar). Funded by
The Spencer Foundation Small Grants Program
A Collaborative Study of
Conversation and Teacher Learning in an Autobiography Book Club (93-94). Funded by Michigan State
All-University Research Grant
Autobiographies of Education and Cultural
Identity: Preparing Teachers to Support Literacy Learning in Diverse Classrooms (92-93). Funded by Michigan State University All-University Research
Grant
Transforming Future Teachers'
Ideas about Writing Instruction (88-89). Funded by Michigan State University All-College Research
Grant
The Written Literacy Forum of the
Institute for Research on Teaching (81-86) (with C.M. Clark). Funded by the National Institute of Education
Continued Support of the Written
Literacy Study: Teacher Collaboration (80) (with C. M. Clark). Funded by Michigan State University
All-College Research Grant
Schooling and the Acquisition of
Written Literacy: A Descriptive Case Study (79-81) (with C.M. Clark). Funded by the National Institute of Education
Author
Team Member /Researcher:
The Center for Improvement of
Early Reading Achievement (97-present) Funded by US Department of Education
The Middle Years: Re
conceptualizing the Transition from Student to Researcher (97-98), Funded by the Spencer Foundation
(Project Directors, S. Wilson; David Labaree)
Preparing teachers and
administrators to use computers in schools: Research the integration of
computers into the Learning Community Teacher Education Program (89-92), Funded by the Apple
Foundation (Project Director, P. Dickson)
Visiting Scholar, Harvard Graduate
School of Education (84-85)
Research
on writing including theories of its development, issues of curriculum and
teaching, applications of computer technology to writing instruction and
research. Study of the relation
between theory and practice in education and the ways researchers and
practitioners represent their knowledge about practice.
Research Assistant, Harvard Graduate
School of Education (73-76)
Research
examining cultural differences in the early school experiences of children and
the relationship between family and school life. Collaborated with an experienced elementary school teacher
in applying research techniques and findings to the continuing education of
teachers (funded by grants to the principal investigators from the Spencer
Foundation and the National Science Foundation) (Professor, Frederick
Erickson).
Practitioner/Researcher Classroom
Interaction, Harvard Graduate School of Education (73-74)
Research
on classroom interaction at North Reading Junior High School, North Reading,
Massachusetts to document and assess curriculum and program innovations
(Professor, Courtney Cazden).
Researcher, Psycholinguistics,
Harvard Graduate School of Education (74)
Pilot
research on acquisition of complex syntax by pre-school children (Professor,
Roger Brown).
Teach
doctoral courses on topics including: "Analysis of Educational
Discourse," "Qualitative
Methods in Educational Research," “Language, Literacy and
Policy," and “Language, Literacy, and Learning;" teach Masters courses
on “Culture, Literacy and Autobiography,” “Practitioner
Research,” “Theory and Research on the Teaching of Writing,”
and the Pro seminar for Literacy Masters Candidates; teach undergraduate
courses in "Exploring Teaching, " Learning and Learning in Context,
“ and “Methods of Teaching Language Arts,” and teacher
candidates in MSU’s Detroit-Area Internship Program in the area of
Literacy Education.
Instructor, Harvard Graduate School
of Education, Cambridge, Massachusetts (75-77)
Planned
and implemented pro-seminar for experienced teachers who were candidates for
the Certificate of Advanced Graduate Study.
Teaching Fellow, Harvard Graduate
School of Education, Cambridge, Massachusetts (76-77)
Supervised
field research practicum by graduate students working in school and community
settings as part of their research training.
Teacher, North Reading Junior High
School, North Reading, Massachusetts (70-73)
Taught
sixth and seventh grade language arts, reading and social studies; planned and
implemented curricular and organizational innovations in open education in the
areas of language arts and aesthetic education.
Administration
Site Coordinator, Center for
Improvement of Early Reading Achievement (CIERA), Michigan State University
(01-present). Administer
sub-contract funded by U.S. Office of Education. Oversight of MSU- CIERA projects, deliverables, and budget.
Coordinator, Masters in Literacy
Instruction Program, Michigan State University (96-98)
Administer
an inter-departmental, interdisciplinary program for experienced teachers
pursuing certification as specialists in reading and learning to conduct
research into their own practice.
Oversee all aspects of program planning and implementation.
Associate Editor, Anthropology
and Education Quarterly (96-98)
Edit
the leading journal in the field of Educational Anthropology, including
research articles, book reviews and letters and columns. Oversee entire editorial process
including peer review, revision of articles, assembling the journal, and
serving as a liaison between the journal and the Council on Anthropology and
Education of the American Anthropological Association.
Co-Director (97-98), Michigan State
University/Spencer Foundation Research Training Program for Graduate Students
in Education. MSU/Spencer Research Training Fellowship Program for Graduate
Students in Education
President, Council on Anthropology
and Education (94-96) (President-elect and Program Chair (92-94)
Led
a professional unit of the American Anthropological Association comprised of
nearly 900 professional and student members; chair the organization's Board of
Directors; represent the organization on the Section Assembly of the American
Anthropological Association; guide development of the academic program for the
Council's annual meeting; maintain communication among the organization's nine
standing committees and elected officers; oversee the budget, recruitment,
nominations, long-range--planning, communications, awards, and publications .
Coordinator, Learning Community
Elementary Teacher Education Program, Michigan State University (79-80; 87-93)
Led
the development of an innovative two-year alternative pre-service teacher
education program serving approximately fifty-five students and involving a
staff of approximately fifteen; Coordinated all program activities including
recruitment and admissions; staffing and staff development; curriculum
development and evaluation; field experiences and community relations; remedial
programs for students; outreach; supervision of graduate teaching assistants;
and integration of practice and research.
• Visiting Fellow, College of Education and
Human Services, George Mason University (1991)
• Division K Award for Excellence in Research on
Teaching and Teacher Education, American Educational Research Association
(1990)
• Eminent Scholar, The Ohio State University
Martha L. King Literacy Center (1989)
• Fellow, National Conference of Research on
English (Appointed 1989)
• Michigan State University College of
Education Alumni Association Distinguished Faculty Award (1982); Distinguished
Faculty Award Finalist (1999)
• Fellow, American Anthropological Association
(Appointed 1980)
• Pi Lambda Theta Education Honor Society
(Inducted 1970)
• Phi Delta Kappa Education Honor Society
(Inducted 1978)
• Awarded "Distinction" for Special
Qualifying Paper, "Issues in the Analysis of Classroom Interaction,"
Harvard Graduate School of Education (1976)
• Graduated cum laude, Boston University
School of Education (1970)
Council
of Chief State School Officers (2000--resent) Development of Literacy Standards
for Beginning Teachers (K-5).
Delegation
Leader (2001). People to People Mission of US Literacy Educators to Cuba.
Advisory
Board, Technical Support Consortium, Schools of the Twenty-First Century Initiative,
Detroit, Michigan (98-01)
Book Review: Ablex Press, Cambridge University Press,
Longman Publishers, Dorsey Press; Teachers College Press; St. Martin's Press
BIBLIOGRAPHY
Books
Florio-Ruane, S. with deTar, J.
(2001). Teacher Education and the cultural Imagination: Autobiography,
Conversation, and Narrative. Mahwah, NJ: Lawrence Erlbaum.
Selected Articles in Refereed
Journals
Raphael, T.E., Florio-Ruane, S.
& George, M. (in press). Book Club Plus: A conceptual framework to organize
for literacy instruction. Language Arts
Raphael, T.E., Florio-Ruane, S.,
Kehus, M., George, M., Hasty, N. & Highfield, K. (2000). Thinking for ourselves: Literacy learning in a diverse
teacher inquiry network. The
Reading Teacher, vol. 54, No. 6, pp. 596-607. (Also Online@CIERA #00-07).
Florio, S. (1979/2000). The problem of dead letters: Social
perspectives on the teaching of writing.
The Elementary School Journal, September, vol. 80, no. 1, pp. 1-7 (re-published in Good,
T. and Brophy, J. (2000) Looking in Classrooms (Eighth edition), NY: Longman.
The Book Club Plus Group* (1999). What counts as teacher research? Language Arts. (*Reflects collaborative authorship
including Eisele, K.; Florio-Ruane, S.; George, M.; Grattan, K., Hasty, N.,
Heitman, A., Highfield, K., Kehus, M., Raphael, T.E., Reed, M., & Szlachta,
J.). (Also Online@CIERA #99-05.)
Florio-Ruane, S. (1997). To tell a new story: Reinventing
narratives of culture, identity, and education. Anthropology and Education Quarterly, vol. 28, no. 1 (also presented as
the Presidential Address to the Council on Anthropology ad Education, San
Francisco, CA, November 1996 and translated in Florio-Ruane, S. (2000). In
Kashmanova, T. and Clark, C.M. (Eds.).
Culture and community in learning to teach. Ukraine: Litopys Publishing House.)
Florio-Ruane, S. (1995). Captive leaders: The paradoxical
relationship of teachers' classroom authority and institutional power in the
reform of literacy education, The Michigan Reading Journal, vol. 28, no. 4, pp. 6-14. (Also
presented as an invited paper and appears in the Proceedings of the Third
Annual Forum of the Association of Independent Liberal Arts College for Teacher
Education,
Indianapolis, June, 1989).
Florio-Ruane, S. and deTar, J.
(1995). Conflict and consensus in teacher candidates' discussion of ethnic
autobiography. English Education, vol. 27, no. 1, pp. 11-39.
Denyer, J. and Florio-Ruane, S.
(1995). Mixed messages and missed
opportunities: Moments of transformation in writing conferences and teacher
education. International Journal of Teaching and Teacher Education, vol. 11, no. 6, pp. 539-551 (also
presented at the meetings of the American Anthropological Association, Chicago,
November 1991).
Florio-Ruane, S. (1994) The Future
Teachers' Autobiography Club: Preparing educators to support literacy learning
in culturally diverse classrooms, English Education, vol. 26, no. 1, pp. 52-66 (also
presented at the Winter Research Forum of the National Conference of Research
on English, Chicago, January, 1993).
Florio-Ruane, S. (1990). The Written Literacy Forum: An analysis
of teacher/researcher collaboration. The Journal Curriculum Studies, 1990, vol. 22, pp. 313-328 (also
presented at the meetings of the American Educational Research Association,
Montreal, Canada, April 1983).
Florio-Ruane, S. and Lensmire, T.
(1990). Transforming future teachers' ideas about writing instruction. The Journal of Curriculum Studies, vol. 22, no. 3, pp. 277-289 (also
presented at the meeting of the American Educational Research Association, San
Francisco, March, 1989, and published as National Center for Research on
Teacher Education, Craft Paper No. 90-1.
East Lansing, MI, College of Education, 1990.)
Florio-Ruane, S. (1990). Creating your own case studies. Teacher Education Quarterly, vol. 17, no. 1, pp. 29-42.
Florio-Ruane, S. (1987). Sociolinguistics for educational
researchers American Educational Research Journal, vol. 24, no. 2, pp. 185-197.
Florio-Ruane, S. (1985). Learning about language in classrooms. Volta
Review, vol. 87,
no. 5, pp. 47-56.
Florio-Ruane, S. and Dohanich, J.B.
(1984). Communicating the
findings: Teacher/researcher deliberations. Language Arts, vol. 61, no. 7, pp. 724-730 (also
Research Series No. 151. East Lansing: Michigan State University, Institute for
Research on Teaching, 1984).
Clark, C.M. and Florio, S. (1983). The Written Literacy Forum: Combining research and practice.
Teacher Education Quarterly, vol. 10, no. 3, pp. 57-87 (also published as Research
Series No. 138. East Lansing:
Michigan State University, Institute for Research on Teaching, 1984).
Florio-Ruane, S. (1983). What's so hard about writing? The
issues for teachers and students. The Elementary School Journal, vol. 84, no. 1, pp. 93-99.
Florio-Ruane, S. and Clark,
C.M. (1982). The functions of
writing in an elementary classroom.
Research in the Teaching of English, vol. 16, no. 2, pp. 115-130
Florio, S. and Shultz, J. (1978). Social competence at home and at school. Theory into
Practice, October,
vol. 18, no. 4, pp. 234-243
Shultz, J. and Florio, S. (1979). Stop and freeze: The negotiation of social and physical
space in a kindergarten/first grade classroom. Anthropology and Education Quarterly, vol. 10, no. 3, pp. 166-181 (also
Occasional Paper No. 26. (East Lansing: Michigan State University, Institute
for Research on Teaching).
Selected
Refereed Book Chapters
Florio-Ruane, S. (2001). Culture in education: Thirteen ways of
looking at a blackbird. Fiftieth yearbook of the National Reading Conference. Chicago: NRC.
Florio-Ruane, S. and McVee, M. (2000). Ethnographic research. In Kamil, M., P.D. Pearson, R. Barr
& P. Mosenthal (Eds.) Handbook
of Reading Research (4th Edition). Mahwah, NJ: Erlbaum and (2002) Methods of literacy
research: The methodology chapters from the Handbook of Reading Research. Mahwah: Erlbaum.
Florio-Ruane, S., Raphael, T.,
Glazier, J., McVee, M. & Wallace, S. (1997). Discovering culture in discussions of autobiographical
literature: Transforming the education of literacy teachers. In C. Kinzer, D. Leu, & K. Hinchman
(Eds.), Inquiries in literacy theory and practice: Forty-eighth yearbook of the
National Reading Conference. Chicago: NRC.
Florio-Ruane, S. (1994). Anthropological study of classroom
culture and social organization.
In Husen, T. and T.N. Postlethwaite (Eds.) The International Encyclopedia of Education (Second edition). Oxford: Pergamon.
Florio-Ruane, S. Social organization
of classes and schools (1989). In
M. Reynolds (Ed.), Knowledge Base for the Beginning Teacher. Oxford, UK: Pergamon (winner of the Division K Award for
Excellence in Research on Teaching and Teacher Education, American Educational
Research Association, 1990)
Florio-Ruane, S. (1988). How ethnographers of communication
study writing in school. Dialogues in Literacy Research: 37th Yearbook of
the National Reading Conference. Chicago: NRC (Also Plenary Address to the National Reading
Conference, St. Petersburg, December 1987).
Florio-Ruane, S. and Dunn, S.
(1987). Teaching writing: Some
perennial questions and some possible answers. In V. Koehler (Ed.), The educators' handbook. NY: Longman).
Florio, S. and Clark, C.M.
(1984). Pen pals: Describing an
occasion for writing in the classroom. In J.L. Vacca and H.A. Johnson (Eds.). Qualitative
research in education: Selected papers from the Midwest Regional Conference. Kent, OH: Kent State University.
Shultz, J., Florio, S. and Erickson,
F. (1982). Where's the floor? Aspects of the cultural organization of
social relationships in communication at home and at school. In P. Gilmore and
A. Glatthorn (Eds.). Children
in and out of school: Ethnography and education. Washington, DC: Center for Applied
Linguistics.
Selected
Articles and Chapters (1980-present)
Florio-Ruane, S., Berne, J., &
Raphael, T.E. (2001). Teaching literature and literacy in the eye of reform: A
dilemma in three acts. The New
Advocate, vol. 14,
no. 3, pp. 197-210. .
Florio-Ruane, S. & Raphael, T.E.
(2001). Reading lives: Creating and sustaining learning about culture and
literacy education in teacher study groups. In Clark, C.M. (Ed.). Talking Shop: Authentic
Conversation and Teacher
Learning. NY:
Teachers College Press. (Also Online@CIERA
#00-08).
Clark, C.M. & Florio-Ruane, S.
(2001). Conversation as support for teaching in new ways. In Clark, C.M. (Ed.). Talking Shop:
Authentic Conversation and Teacher Learning. NY: Teachers College Press.
Florio-Ruane, S. (2001). How culture
matters: Introduction to Anderson-Levitt, K. (2001). Teaching cultures:
Knowledge of teaching first grade in France and the U.S. Cresskill: Hampton Press.
Raphael, T.E., Damphousse, K.,
Highfield, K. & Florio-Ruane, S. (2001). Understanding culture in our lives
and work: Teachers’ literature study in the Book Club Program. In P.R.
Schmidt and P.B. Mosenthal (Eds.). Advances in Reading/Language Arts (Volume
9): Literacy in the New Age of Pluralism and Multiculturalism. Greenwich: JAI Press. (Also Online@CIERA #00-02).
Glazier, J., McVee, M.,
Wallace-Cowell, Shellhorn, B., Florio-Ruane, S. & Raphael, T.E. (2000).
Teacher learning in response to autobiographical literature. In Karolides, N. (Ed.) Reader
Response in Secondary
and College Classrooms (second edition). Mahwah, NJ: Erlbaum.
Florio-Ruane, S. (1999). Fieldwork in pre-service teachers'
learning: Revisiting "Creating your own case studies." In Lundeberg, M., Levin, B., & Harrington,
H. (Eds.) Who learns from cases and how? The research base for teaching with
cases. Mahwah, NJ:
Erlbaum.
Denyer, J. and Florio-Ruane, S.
(1997). Contributions of
literature study to the teaching and learning of writing. In Raphael, T.E. and Au, K.H. (Eds.) Literature-based instruction:
Reshaping the curriculum. Norwood, MA: Christopher-Gordon.
Clark, C.M. and Florio-Ruane, S.
(1996). Mixed messages about diary
time. In C.M. Clark, Thoughtful teaching. NY:
Teachers College Press.
Florio-Ruane, S. (1991). Conversation and narrative in
collaborative research. In Witherell, C. and Noddings, N. (Eds.). Stories lives tell: Narrative and
dialogue in education. NY: Teachers College Press.
(Also Occasional Paper No. 102. East Lansing: Michigan State University,
Institute for Research on Teaching).
Florio-Ruane, S. (1991). Instructional conversations in learning
to write and learning to teach. In L. Idol and B. Jones (Eds.). Educational values and cognitive
instruction: Implications for reform (Vol. 2). NY:
Erlbaum.
Florio-Ruane, S. and Lensmire, T.
(1989). The role of instruction in
learning to write. In J. Brophy
(Ed.), Advances in research on teaching (vol. 1). Greenwich,
CT: JAI Press.
Florio-Ruane, S. (1989). Research,
recalibration, and conversation: A response to Cazden, Diamondstone, and Naso.
In The Quarterly of the National Writing Project and the Center for the
Study of Writing,
vol. 11, no. 3.
Dunn, S., Florio-Ruane, S. and
Clark, C.M. (1986). The teacher as respondent to the high school writer. In
S.W. Freedman (Ed.). The
acquisition of written language: Revision and response. NY: Ablex (also Research Series
No. 152. East Lansing: Michigan
State University, Institute for Research on Teaching, 1984).
Florio, S. and Clark, C.M
(1984). The environment of
instruction: The forms and functions of writing in a teacher-developed
curriculum. In G. Duffy, L.
Roehler, and J. Mason (Eds.). Comprehension instruction: Perspectives and
suggestions. NY: Longman.
Clark, C.M. and Florio, S. with
Elmore, J., Martin, R. and Maxwell, R. Understanding writing instruction:
Issues of theory and method (1983).
In P. Mosenthal, L. Tamor, and S. Walmsley (Eds.). Research on writing: Principles and
methods. NY: Longman.
Florio, S. and Clark, C.M. What is writing for? Writing in the first weeks of school in
a second/third grade classroom (1982).
In L.C. Wilkinson (Ed.). Communicating in the classroom. NY: Academic Press.
Florio, S. and Walsh, M. The teacher
as colleague in classroom research (1981). In H.T. Trueba, G.P. Guthrie, and K.H. Au (Eds.). Culture and the bilingual classroom. Rowley, MA: Newbury House.
Florio-Ruane, S. (2000). What makes these conversations so
difficult? Review of Chavez Chavez, R. & O’Donnell, J. (Eds.) (1998).
Speaking the Unpleasant: The Politics of (non) Engagement in the
Multicultural Education Terrain. In Anthropology and Education
Quarterly.
Florio-Ruane, S. Review of Sociolinguistic
perspectives on bilingual education, by Christina Bratt Paulston, Journal of Linguistic
Anthropology, 1993,
vol. 2, no. 2.
Florio-Ruane, S. The eye of the
beholder: Problems of the diary as a report of descriptive research. The
Elementary School Journal, 1984, vol. 84, no. 3, pp. 345-349.
Other
Scholarly Products (1985-present)
Raphael, T.E. & Florio-Ruane, S.
(Eds.) (2001). Touching minds
and hearts: Learning about ourselves and others through the first US-Cuban
Exchange on Language, Literacy, and Literacy Education. Spokane: People-to-People Ambassador Program.
Denyer, J., Florio-Ruane, S. &
Raphael, T.E. (2001). Improving teaching through the analysis of classroom
interaction: An observation and analysis handbook. Technical Report. Ann Arbor: Center for the Improvement of
Early Reading Achievement.
Florio-Ruane, S. (1985). Thinking about teaching writing: An
instructional guide for pre-service teachers. East Lansing: Michigan State University.
Selected
Peer-Reviewed Conference Papers and Presentations (1985-present)
Florio-Ruane, S. & McVee, M.
(2000). Culture: An emergent concept in research on teaching. American
Educational Research Association, New Orleans, April.
Berne, J., Florio-Ruane, S. &
Raphael, T.E. & Diamond, B. (2000).
Developing professional standards.
Paper presented at the annual meetings of the International Reading
Association, Indianapolis, April.
Raphael, T.E., Florio-Ruane, S., Kehus, M., George, M., Hasty, N., & Highfield, K. (2000). Thinking for ourselves: Literacy learning in a diverse teacher inquiry network. Invited Research