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