Editorial Team
Juan Araujo is an associate professor and assistant dean with the College of Education and Human Services at Texas A&M University-Commerce. He holds a Ph.D. from University of North Texas in Reading with a minor in Anthropology and is the faculty mentor with the National Writing Project of Northeast Texas. Dr. Araujo presents and facilitates professional development activities relating to writing and its instruction. He is co-editor of the ALER Yearbook and is on several national review boards.
Kamshia Childs, is an Assistant Professor in the Department of Curriculum and Instruction at Texas A&M University-Commerce. She obtained an Ed.D. in Curriculum and Instruction at Texas Southern University and also holds a B.S. in Elementary Education (ESL), and M.S. in Curriculum and Instruction (Reading and Language Arts) from Kansas State University. Dr. Childs has been a literacy educator for over 20 years, and has worked in urban and rural settings in K-12 and higher education. She has published several literacy and multicultural education articles in peer-reviewed literacy journals, written a self-published book, contributed to books, and presents at various state, national, and international conferences on topics related to literacy, educator empowerment, parent involvement, and culturally relevant pedagogy.
Tami Morton, Ph.D., is an Associate Professor of Reading in the Curriculum and Instruction department at Texas A & M University-Commerce. She has taught at the university for ten years and she continues to teach at all levels: Undergraduate, Master's, and Doctoral. Her research interests include reading foundations, preservice teachers, diversity and equity, culturally relevant pedagogy, and multicultural children's and adolescent literature.
Laura Slay, is an assistant professor in the Curriculum and Instruction department at Texas A&M University-Commerce. She holds a Ph.D. from the University of North Texas in Curriculum & Instruction: Language and Literacy Studies. She teaches literacy and ESL methods courses, supervises preservice clinical teachers, and is co-director of the National Writing Project of Northeast Texas. Her research interests include writing instruction, culturally sustaining pedagogy, and preservice teachers.
Editorial Review Board
Alexandra Babino, Texas Woman’s University
Amanda Brewer, University of Central Missouri
Kathryn Dixon, Texas A&M University-Commerce
Robert Griffin, University of West Georgia
Annette Torres Elías, Texas Woman’s University
Betty Coneway, West Texas A&M University
Roberta Raymond, University of Houston-Clear Lake
Jaime Lipp, Ohio State University
Michael Nelson, Kentucky Wesleyan University
Mariannella Nuñez, University of the Incarnate Word
Jodi Pilgrim, University of Mary Hardin-Baylor
John Ponder, University of West Georgia
Emily Reeves, Midwestern State University
Carol Revelle, Texas A&M University-Commerce
Bethany Schullin, University of West Georgia
Melody Zoch, University of North Carolina Greensboro
Jill Tussey, Buena Vista University