Ph.D. - George Mason University, Literacy
M.A. - Fresno Pacific College, Math and Science Education
B.A. - University of California at Irvine, Comparative Culture Undergraduate
RE 474: Content Area Reading I
RE 475: Content Area Reading II
Graduate
RE 722: Children's and Adolescent Literature
RE 509: Reading, Writing, and Study Skills in the Content Area
RE 759: Current Issues in Literacy Debby Deal joined the Loyola College Education Department in 2000. Since then, she has taught a variety of graduate and undergraduate reading courses and supervised interns. In 2003, Debby became the Director of Reading Programs and revised the graduate course of study to align with the standards of the International Reading Association (IRA). This led to national recognition of the Reading Specialist program by the IRA. Her research interests include teacher beliefs and practices related to literacy, mentor-teacher relationships, and student beliefs about learning. Prior to coming to Loyola, Debby was a classroom teacher, science resource teacher, curriculum development specialist, and national consultant. Deal, D. & White, C. S. (in press). Voices from the classroom: Literacy beliefs and practices of two novice elementary teachers. Journal of Research in Childhood Education.
Deal, D. & White, C. S. (2005). Evolving influences and beliefs of two novice literacy teachers: A longitudinal study. Action in Teacher Education, 27 (2), 54-67.
Deal, D. & Hardy, S. (2004). Portraying mathematical and analogical reasoning in the young: Three case studies. In L. English (Ed.), Mathematical and analogical reasoning of young learners. Mahwah, NJ: Lawrence Erlbaum Associates.
White, C. S., Deal, D., Denzin, C. (2004). Teacher's knowledge, beliefs, and practices about mathematical and analogical reasoning. In L. English (Ed.), Mathematical and analogical reasoning of young learners. Mahwah, NJ: Lawrence Erlbaum Associates.
White, C. S. & Deal, D. (2004). Exploring the relationship between teachers' beliefs, knowledge, and practice. In L. English (Ed.), Mathematical and analogical reasoning of young learners. Mahwah, NJ: Lawrence Erlbaum Associates.
Deal, D. (1999). Portfolios, learning logs, and eulogies: Using expressive writing in a science methods class. In E. Sturtevant, J. Dugan, P. Linder & W. Linek (Eds.), Literacy and Community: The twentieth yearbook of the College Reading Association (pp. 243-255). Texas A&M University-Commerce: College Reading Association.
Deal, D. & Sterling, D. (1997). Kids ask the best questions. Educational Leadership, 54(6), 61-63.
Deal, D. (1994). A look at project AIMS. School Science and Mathematics, 94 (1), 11-14.
Deal, D. (submitted for review). "I think reading helps a little but I think writing is better for me:" Fifth graders talk about science and the role of literacy.
Deal, D. (in progress). "I learned what I want to be and what I don't want to be:" Elementary interns talk about their mentoring experience.
Deal, D. & White, C. S. (in progress). The literacy beliefs and practices of an urban and suburban teacher: A longitudinal study.
Deal, D. & Flores-Koulish, S. (in progress). "I'm not sure how (media literacy education) fits with my program:" The perils of adding a required Media Literacy course to a reading masters program.
White, C. S. & Deal, D. (in progress). Natalie: A case study of a teacher who quit. |
