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The California State University

Publications

  • Katz, Mira-Lisa Suzanne and multiple co-authors. 2013. The CSU Expository Reading and Writing Curriculum (ERWC). California Department of Education and CSU Chancellor's Office.

  • Katz, M., N. Brynelson and J. Edlund. 2013. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice. In Theoretical Models and Processes of Reading, edited by D. Alvermann, N. Unrau and R. Ruddell. International Reading Association.

  • Katz, Mira-Lisa. 2013. Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. Peter Lang.

  • Katz, M.S. 2012. Critical Pedagogy Meets ‘Survival English’: One Community-based Workplace Literacy Program’s Approach to Educating Immigrant Women in California. International Journal of Innovation in Language Teaching.

  • Katz, M. 2010. Dance Journal Prompts: Reflecting on Dance, Cognition, Culture and Identity: How Dancing Shapes Thinking and Experience On and Off the Dance Floor. In Writing About Dance, edited by W. Oliver. Human Kinetics Publishers.

  • Katz, M. 2008. Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School. Afterschool Matters.

  • Katz, M., S. Chris, J. Fletcher, M. Merrill and Z. Cline. 2008. The Expository Reading and Writing Curriculum (ERWC): Preparing all students for college and career. California Reader.

  • Cline, Z., J. Bissell, A. Hafner and M. Katz. 2007. Closing the college readiness gap. Leadership 37: 30.

  • Hull, G. and M. Katz. 2006. Crafting an Agentive Self: Case Studies of Digital Storytelling. Research in the Teaching of English 41: 43-81.

  • Katz, M. and C. Greenleaf. 2004. Ever Newer Ways to Mean: Authoring Pedagogical Change in Secondary Subject Area Classrooms. In Bakhtinian Perspectives on Language, Literacy, and Learning, edited by S. Freedman and A. Ball. Cambridge University Press.

  • Katz, M. 2000. Workplace Language Teaching and the Intercultural Construction of Ideologies of Competence. Canadian Modern Language Review 57: 144-172.

  • Katz, M. 1999. Discursive Faultlines at Work: A Comparative Ethnographic Study of Three Workplace Literacy Programs Serving Immigrant Women in the United States. PhD diss., University of California, Berkeley.

  • Katz, M. and M. Jury. 1997. Literacies in a Changing Workplace. .

  • Katz, M. 1997. Immigrant Women, English Literacy Programs, and Work in the United States. .

  • Katz, M. 1995. Language Practices in Deaf Education. Open Letter 6: 57-74.

  • Katz, M. 1993. Beliefs about deafness and sign language in the United States, unpublished M.A. Thesis. PhD diss., University of California, Berkeley.

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Educational Background

  • 1993-1999 – Ph.D., University of California, Berkeley (Education in Language & Literacy, Society & Culture)

  • 1991-1993 – M.A., University of California, Berkeley (Education in Language & Literacy, Society & Culture)

  • 1984-1988 – B.A., Mills College (French and Linguistics)

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Grants

  • “Big Read” Mini-Grant Recipient, National Endowment for the Arts 2008

  • “Big Read” Mini-Grant Recipient, National Endowment for the Arts 2007

  • Research, Scholarship and Creative Activity Program (RSCAP) Summer Fellowship Recipient

  • Robert Bowne Foundation Edmund A. Stanley Jr. Research Grant Recipient, Afterschool Matters Initiative.

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Positions & Honors

  • 2001 – Promising Researcher Award, National Council of Teachers of English, Standing Committee on Research

  • 2000 – Outstanding Dissertation Award, University of California Berkeley Graduate School of Education

  • 1996 – Dr. Ned Flanders Fellowship, University of California Berkeley Graduate School of Education

  • 1996 – Founder Region Dissertation Fellowship, Soroptimist International

  • 1995 – Dr. Ned Flanders Fellowship , University of California Berkeley Graduate School of Education

  • 1988 – Germaine Thompson French Prize, Mills College

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