Jane Hansen is a professor at the University of Virginia, where she conducts research with young children on reading and writing across the curriculum. formerly a professor at the University of New Hampshire, Jane published When Writers Read, Second Edition (Heinemann, 2001) and When Learners Evaluate (Heinemann, 1998). She coedited, with Thomas Newkirk and Donald Graves, Breaking Ground: Teachers Relate Reading and Writing in the Elementary School (Heinemann, 1985). In 1996, Hansen collaborated with Kathy Staley to produce the video series Portfolios: Students as Readers, Writers, and Evaluators, also available from Heinemann. She brings writing and reading together in the courses she teaches and the presentations she gives.
Donald H. Graves has been involved in writing research for two decades. His books Writing: Teachers & Children at Work (Heinemann, 1983) and A Fresh Look at Writing (Heinemann, 1994) are best-sellers throughout the English-speaking world and have revolutionized the way writing is taught in schools. Dr. Graves has been a teacher, school principal, and language supervisor, education director, and a director of language in bilingual, ESL, and special programs. He has also been a co-director of an undergraduate urban teacher preparation program and a professor of an early childhood program. He is currently Professor Emeritus at the University of New Hampshire and lives in Jackson, New Hampshire. Donald H. Graves 9.11.1930 - 9.28.2010 Heinemann is deeply saddened by the news that Donald Graves has passed away. We, and the entire field, have lost a giant and one of our greatest friends. Our thoughts and prayers are with his widow, Betty, their family, and the many friends he made in his long career. We are honored to have been Don's publishing partner for more than three decades and over more than a dozen books-to have watched his research and vision become not only a classroom reality but the core of our publishing philosophy. His influence is so vast that we will meet him again and again on the pages of every book and resource we publish. His spirit pervades each of our books-in the conviction that children want to write and read if given the chance; in the flourishing of the workshop model of instruction that he pioneered; and in his abiding faith in teachers' ability to make sound instructional decisions. Don touched so many teachers' lives with his smile, his unflagging encouragement, and his generosity of spirit. We hope you will take a brief moment to remember how he touched your life. Watch a recent interview with Don Remembering how Don touched your life The Donald Graves memorial fund Eight Children Teach Donald Graves Nine pencils break the surface of awareness, jutting into the air, slanted back like yellow, orange-tipped shark fins, entering chartless white, exploring hazy depths. Nine voices search a scent, suddenly lurch, lose the line, pause, pick it up again, and move from cloudy, roiling waters of new thought through warm currents of reception, straits of questioning, and tidal imbalances on to a clear, precise sea of meaning. -Tom Romano (Language Arts, 62,2 (Feb.) 1985: 142
Thomas Newkirk's most recent books with Heinemann are The Art of Slow Reading (2011), Holding Onto Good Ideas in a Time of Bad Ones (2009) and Teaching the Neglected "R" (2007, coedited with Richard Kent). His Misreading Masculinity (2004) was cited by Instructor Magazine as one of the most significant books for teachers in the past decade. A former teacher of at-risk high school students in Boston, Tom is Professor of English at the University of New Hampshire, the former director of its freshman English program, and the director and founder of its New Hampshire Literacy Institutes. He has studied literacy learning at a variety of educational levels - from preschool to college. His other Heinemann and Boynton/Cook titles include the NCTE David H. Russell Award winning Performance of Self in Student Writing (Boynton/Cook, 1997), Taking Stock: The Writing Process Movement in the 90s (Boynton/Cook, 1994, coedited with Lad Tobin), and Nuts & Bolts: A Practical Guide to Teaching College Composition (Boynton/Cook, 1993). In addition, Tom is coeditor (with Lisa Miller) of The Essential Don Murray, which gathers the most important insights about writing and teaching writing from "America's Greatest Writing Teacher." Thomas Newkirk has been named the 2010 recipient of the Gary Lindberg Award for his outstanding contributions as a faculty member of the University of New Hampshire. Read the Award Announcement »
Young Children Write and Read. Stories Never End E. Blackburn, Lori "Figures It Out": A Young Writer Learns to Read C. Avery, Learning Together: A Teacher's First Year Teaching Reading and Writing J. von Reyn, Watch Me A Furnas, A Teacher Talks to Parents W. Braun, Reading: A Monitor for Writing H. Hemming. The Wider Curriculum. Beyond the Writing Table K. Matthews, The Story and the "All About" Book S. Sowers, "Emily Dickinson's Room Is as Old as Grandfather Frog": Developing the Basic Skills S. Benedict, Children Recreate History in Their Own Voices C. Five and M. Rosen, Querer Es Poder C. Hayes and R. Bahruth. The Age of Reflection. On the Inside Where It Counts T. Newkirk, Play, Power, and Plausibility: The Growth of Fiction Writers J. Wilde, Why Can't We Live Like the Monarch Butterfly? L. Rief, Writing and Reading from the Inside Out N. Atwell, General Principles. Instruction Can Link Reading and Writing C. Chew, Drawing Parallels: Real Writing, Real Reading R. Hubbard, Skills J. Hansen, The Reader's Audience D. Graves, Surprise. What Happens When Students Learn to Write D. Murray.