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Chris Iddings Interview  -  October 28, 2010, 2:30 p.m. cd Voice of Literacy Webcast

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[Dr. Chris Iddings]

Dr. Chris Iddings
Assistant Professor
University of Arizona, College of Education, Department of Teaching, Learning, & Sociocultural Studies

Ana Christina DaSilva Iddings is an Associate Professor of Language, Literacy, and Culture, Early Childhood in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona. Her research interests include the intersecting areas of (a) language and literacy learning in communities; (b) immigration and equity in education; and (c) the preparation and professional development of teachers to work with young English language learners and their families. DaSilva Iddings is the co-author of the edited volume Cooperative Learning and Teaching in Second Language Classrooms by Cambridge University Press. In addition, her work has appeared in numerous refereed journals including Mind, Culture, and Activity, Modern Language Journal, TESOL-Quarterly, Bilingual Research Journal, Journal of Language and Identity in Education. She is the Director of the Commission on Language for the National Council for Teachers of English (NCTE). In addition, she is the Principal Investigator for the Community-based Early Childhood Education Project and Co-Director of the Family and Community Case Studies of the First Things First External Evaluation Project.


[Dr. Betsy Baker]

Dr. Betsy Baker
Professor of Literacy Studies
Department of Learning, Teaching and Curriculum, University of Missouri

Dr. Elizabeth (Betsy) Baker is a Professor of Literacy Studies at the University of Missouri. Dr. Baker's research interests include integration of literacy and technology, new literacies, future literacies, 21st century literacies, multimedia case-based instruction in teacher education, and sociocognition in teacher education, literacy, and new literacies.


Voice of Literacy host, Dr. Betsy Baker, interviews Dr. Chris Iddings, Assistant Professor, Department of Teaching, Learning, and Sociocultural Studies, College of Education, University of Arizona.

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