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

Juan J. Araujo, Texas A & M University-Commerce

Alexandra Babino, Texas A & M University-Commerce

Amy Bach, University of Texas at El Paso

Allison Briceño, San Jose State University

Connie Briggs, Texas Woman's University

Betty Coneway, West Texas A&M University

Annamary Consalvo, The University of Texas at Tyler

Ann D. David, University of the Incarnate Word

Maria E. Diaz, The University of Texas Rio Grande Valley

Jorge Figueroa, Texas Woman's University

Ricardo González-Carriedo, University of North Texas

Robert Griffin, University of West Georgia

Stephanie Grote-Garcia, University of the Incarnate Word

Shelley Harris, Texas A & M University - Central Texas

Dan Heiman, University of North Texas

Fernando Hernandez, University of Texas at Rio Grande Valley

Chelsea Herndon, Texas A & M University - Central Texas

Kent Layton, University of Arkansas at Little Rock

Katrena Leininger, University of Wisconsin OshKosh

Melanie Loewenstein, Texas A & M - Commerce

LaShera McElhany, Southwestern Assemblies of God University

Tami Morton, Texas A & M University - Commerce

Michael Nelson, Kentucky Wesleyan College

Mariannella Nuñez, University of the Incarnate Word

John M. Ponder, University of West Georgia

April Sanders, Spring Hill College

Bethany Scullin, University of West Georgia

Anne Simpson, Texas Woman’s University 

Patsy Sosa-Sánchez, University of North Texas, Dallas

Lori Taylor, University of Maine

Annette Torres Elías, Texas Woman’s University

Nancy K. Votteler, Sam Houston State University

Patricia Watson, Texas Woman’s University

Melody Zoch, The University of North Carolina, Greensboro