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 Debra Myhill is Professor of Education at the University of Exeter, and is Head of the School of Education and Lifelong Learning. Until recently, she was Head of Initial Teacher Education, leading the School’s teacher education courses to national recognition for their excellence. Her research interests focus principally on writing, particularly
the role of grammar in writing, but also the role of talk in language and learning. She is the author of Better
Writers (Courseware Publications), Talking, Listening, Learning: E ective Talk in the Primary Classroom (Open University Press), and the Handbook of Writing Development. She has led two ESRC funded research projects on writing (Patterns and Processes and Grammar for Writing?) and one funded by Esmee Fairbairn (From Talk to Text); co-convened an ESRC Research Seminar series ‘Reconceptualising Writing’; and given research presentations at
numerous conferences, national and international, for both professional and research communities.
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 Pam Grossman is the Nomellini-Olivier Professor of Education at the Stanford University School of Education. She completed her undergraduate degree in English at Yale University and her PhD from Stanford University. Her research interests include teacher education and professional education more broadly, teacher knowledge, and the
teaching of English in secondary schools. Along with her colleagues Don Boyd, Hamilton Lankford, Susanna Loeb, and James Wycko , she has been engaged with a ve year study of pathways into teaching in New York City schools, focusing on the features of preparation that a ect student achievement. She is currently investigating the
classroom practices of middle-school English teachers that are associated with student achievement. She is a member of the National Academy of Education and currently serves as the Faculty Director of the new Center to Support Excellence in Teaching (CSET), part of Stanford’s K-12 Initiative. A former high school English teacher, Grossman also teaches the prospective English teachers in Stanford’s teacher education program. |
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 Glenn Colquhoun is a poet and children's writer. His rst collection The art of walking upright won the Jessie Mackay best rst book of poetry award at the 2000 National book awards in New Zealand. Playing God, his third collection, won the poetry section of the same awards in 2003 as well as the reader's choice award that year. He has also written four children's books and published an essay with Four Winds Press entitled Jumping ship. In 2004 he was awarded the Prize in modern letters, New Zealand’s largest prize for emerging writers. In 2010 he undertook a Fulbright scholarship to Harvard University to work on a collection of essays on medicine. He works as a GP on the Kapiti Coast.
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Hilary Janks is a professor in the School of Education at the University of the Witwatersrand, Johannesburg, South Africa. She is the editor and an author of the Critical language awareness series of workbooks and the author of Literacy and power (Routledge, 2009). Her teaching and research are in the areas of language education in multilingual classrooms, language policy and critical literacy. As a teacher educator, she has been committed to improving the quality of language and literacy education in South Africa, and other multilingual contexts, for most of her life as an academic. She works in poorly resourced schools with children learning through the medium of English even though it is not their home
language. Her research is in the area of critical literacy which is concerned with the relationship between language/literacy and power, diversity, access and design and redesign. Her work is committed to a search for equity and social justice in contexts of poverty |
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 Barbara Comber is a key researcher in the Centre for Studies in Literacy, Policy and Learning Cultures in the Hawke Research Institute at the University of South Australia. Her particular interests include literacy education and social
justice, teachers’ work and identities, place and space, and practitioner inquiry. She has worked collaboratively with teachers in high poverty locations focussing on innovative and critical curriculum and pedagogies which address contemporary social challenges. She has recently co-edited 2 books Literacies in place: Teaching environmental
communication (Comber, Nixon & Reid, 2007) and Turn-around pedagogies: Literacy interventions for at-risk students (Comber & Kamler, 2005). |
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 Stuart McNaughton is Professor of Education at the University of Auckland and Director of the Woolf Fisher Research Centre. His research focuses on literacy and language development including processes of education, socialisation and culture, and on the design of e ective instruction and educational programmes for culturally and linguistically diverse populations.
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 Carol D. Lee is Professor of Education and Social Policy in the Learning Sciences Program at Northwestern University. She is the immediate past president of the American Educational Research Association (April, 2009-May, 2010), AERA’s representative to the World Educational Research Association, a member of the National Academy of Education, past President and Fellow of the National Conference of Research on Language and Literacy, former Vice President of Division G of the American Educational Research Association and a former fellow at the Center for Advanced Study in the Behavioral Sciences. She is a recipient of the Distinguished Service Award from the National Council of Teachers of English, Scholars of Color Distinguished Scholar Award from the American Educational Research Association, the Walder Award for Research Excellence at Northwestern University, the Distinguished Alumni Award from the
College of Liberal Arts at the University of Illinois-Urbana, and the Lifetime Achievement Award from the American Association of Colleges of Teacher Education. Professor Lee is the author of three books including the most recent Culture, Literacy and Learning: Taking Bloom in the Midst of the Whirlwind and co-editor of Vygotskian Perspectives on Literacy Research, along with numerous other scholarly publications. Her research focuses on ecological in uences on
learning and development, including the Cultural Modeling Framework for the design of instruction that sca olds knowledge constructed from youth’s everyday experience to support discipline speci c learning. She is a co-founder of four schools in Chicago spanning a 38 year history, including three charter schools, serving as chairman of the Board of Directors of the Betty Shabazz International Charter Schools. |
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