Founded in 1988 as the National Research Center on Literature Teaching and Learning, the Center's scope and focus was broadened in March 1996, as a result of a grant from the U.S. Department of Education. Renamed to the National Research Center on English Learning and Achievement, CELA is dedicated to improving the teaching and learning of English and language arts. CELA's research seeks to learn what elements of curriculum, instruction, and assessment are essential to developing high literacy and how schools can best help students achieve success. The organization provides that information to teachers, schools, and communities so that they can choose the approaches that will work with their students.
Includes the Center's published reports 1988-1995.
The collection has no series, arranged alphabetically.
All items in this manuscript group were donated to the University Libraries, M.E. Grenander Department of Special Collections and Archives, by CELA.
Processed by: Department Staff
Collection record created by: This finding aid was produced using ArchivesSpace on
Published: 2018-03-06 09:08:40 -0500
Converted to EAD, 2015 December
Encoded in EAD by Gregory Wiedeman, 2015
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Preferred citation for this material is as follows:
Identification of specific item, series, box, folder, National Research Center on English Learning and Achievement (CELA) Records, 1988-1999. M.E. Grenander Department of Special Collections and Archives, University Libraries, University at Albany, State University of New York (hereafter referred to as the CELA Records).
|Web-Archive 1||http://www.albany.edu/cela/ - University Archives collection||2013 May 8-2016 September 17|
|WARC 1||WARC file for http://www.albany.edu/cela/, (please see https://en.wikipedia.org/wiki/Web_ARChive for more details)||2013 May 8-2016 September 17|
Conditions Governing Access
WARC files are very large and difficult to work with. Your request may take time to process, and we may be unable to deliver your request remotely. Please consult an archivist if you are interested in researching with web archives.
|Web-Archive 2||http://www.albany.edu/cela/ - Internet Archive collection||1997 June 7-2016 September 17|
|1||1||Applebee, A. A Study of Book-Length Works Taught in High School English Courses||1989|
|1||2||Applebee, A. The Teaching of Literature in Programs with Reputations for Excellence in English||1989|
|1||3||Applebee, A. Literature Instruction in American Schools||1990|
|1||4||Applebee, A. A Study of High School Literature Anthologies||1991|
|1||5||Applebee, A. Beyond the Lesson: Reconstructing Curriculum as a Domain for Culturally Significant Conversations||1993|
|1||6||Adams, H. The Difficulty of Difficulty||1990|
|1||7||Afferbach, P. and P. Johnston. Writing Language Arts Report Cards: Eleven Teachers' Conflicts of Knowing and Communicating||1992|
|1||8||Beach, R. and S. Hynds. Research on the Learning and Teaching of Literature: Selected Bibliography||1989|
|1||9||Blau, S. Building Bridges Between Literary Theory and the Teaching of Literature||1993|
|1||10||Bradley, J. Selected Bibliography of Materials and Approaches in the Learning and Teaching of Literature||Undated|
|1||11||Knoblauch, circa and L. Brannon. Teaching Literature in High School: A Teacher-Research Project||1990|
|1||12||DeFabio, R. Classroom as Text: Reading, Interpreting, and Critiquing||1990|
|1||13||Burke, S. Will Blake: Teaching and Learning Huckleberry Finn||1990|
|1||14||Chafe, W. Sources of Difficulty in the Processing of Written Language||1990|
|1||15||Close, E. How Did We Get Here: Seventh-Graders Sharing Literature||1990|
|1||16||Connolly, A. Taking the Fear Away from Learning: Observations of Contemporary Fiction Taught by Carol Johnson at the Chestnut Hill School in a City in New York||1989|
|1||17||Danaher, J. Pullin' It All Together Karen Dunne: One Woman Workin' Too Hard||1991|
|1||18||DeFabio, R. Classroom as Text: Reading, Interpreting, and Critiquing a Literature Class||1989|
|1||19||DeLawter, J. Teaching Literature: From Clerk to Explorer||1990|
|1||20||Dias, P. Literary Reading and Classroom Constraints: Aligning Practice with Theory||1990|
|1||21||Elam, H. The Difficulty of Reading||1990|
|1||22||Forman-Pemberton circa Being There With Kevin Tucker||1989|
|1||23||McGill-Franzen, A. and circa Lanford. Exposing the Edge of the Preschool Curriculum: Teachers' Talk about Text and Children's Literary Understandings||1993|
|1||24||Hansson, G. Reading and Literature||1990|
|1||25||Hansbury-Zuendt, T. Voices Making Meaning: Reading the Texts with Tony Carrera||1989|
|1||26||Hynds, S. Questions of Difficulty in Literary Reading||1991|
|1||27||Hynds, S. Challenging Questions in the Literature Classroom||1990|
|1||28||Johnston, P., P. Weiss and P. Afferbach. Teachers' Evaluations of Teaching and Learning of Literacy and Literature||1990|
|1||29||Langer, J. Discussion as Exploration: Literature and the Horizon of Possibilities||1991|
|1||30||Langer, J. The Process of Understanding Literature||1989|
|1||31||Langer, J. Literary Understanding and Literature Instruction||1991|
|1||32||Langer, J. The Process of Understanding Literature. REPRINTED||1989|
|1||33||Marshall, J. Patterns of Discourse in Classroom Discussions of Literature||1989|
|1||34||Marshall, J., M. Klaques and R. Fehlman. Discussions of Literature in Middle-Track Classrooms||1991|
|1||35||Marhafer, D. The Heart and Soul of the Class||1989|
|1||36||Miller, S. Creating Change: Towards a Dialogic Pedagogy||1992|
|1||37||Nystrand, M. Making It Hard: Curriculum and Instruction as Factors in Difficulty of Literature||1990|
|1||38||Petrosky, A. To Teach (Literature)||1991|
|1||39||Probst, R. Five Kinds of Literary Knowing||1990|
|1||40||Purcell-Gates, V. On the Outside Looking In: A Study of Remedial Readers' Meaning-Making While Reading Literature||1990|
|1||41||Purves, A. Indeterminate Texts, Responsive Readers, and the Idea of Difficulty in Literature Learning||1990|
|1||42||Brody, P., circa Demilo and A. Purves. The Current State of Assessment in Literature||1989|
|1||43||Purves, A., H. Li, V. McCann and P. Renken. Student Perceptions of Achievement in School Literature||1991|
|1||44||Purves, A., H. Li and M. Shirk. Comparison of Measures of the Domain of Learning in Literature||1990|
|1||45||Purves, A., H. Li and M. Shirk. Prototype Measures of the Domain of Learning in Literature||1991|
|1||46||Quick, D. The Teacher as mentor-Guide: Joe Allen on Antigone.||Undated|
|1||47||Quick, D. The Mythmaker of Seneca||1990|
|1||48||Roberts, D., J. Langer and D. Strickland. Supporting the Process of Literary Understanding: Analysis of a Classroom Discussion||1991|
|1||49||Touponce, W. Literary Theory and the Notion of Difficulty||1990|
|1||50||Walmsley, S., A. Bronk and K. Weiss. School Book Clubs as Literacy Development: A Descriptive Study||1994|
|1||51||Walmsley, S.and T. Walp. Teaching Literature in Elementary School||1989|
|1||52||Walmsley, S. and L. Fielding. A Study of Second Graders' Home and School Literary Experience||1991|
|1||53||# 1.8. Purves, A. Towards a Revaluation of Reader Response and School Literature||1993|
|1||54||# 1.9. Allington, R. Reducing the Risk Integrating Language Arts in Restructured Elementary Schools||1993|
|1||55||# 1.10. Applebee, A. Toward Thoughtful Curriculum: Fostering Discipline-Based Conversation in the English Language Arts Classroom||1994|
|1||56||# 1.11. Applebee, A., R. Burroughs and A. Stevens. Shaping Conversations: A Study of Continuity and Coherence in High School Literature Curricula||1994|
|1||57||# 1.12. Allington, R. The Schools We Have, The Schools We Need||1994|
|1||58||# 2.19. Langer, J., circa Confer and M. Sawyer. Teaching Disciplinary Thinking in Academic Coursework||1993|
|1||59||# 2.21. McGill-Franzen, A. and circa Lanford. Exposing the Edge of the Preschool Curriculum: Teachers' Talk about Text and Children's Literary Understandings||1993|
|1||60||# 2.30. Guice, S. and G. Brooks. Access Denied: A Five-Year Study of Literacy Instruction Provided to Poor, Urban Elementary Children||1997|
|1||61||# 2.32. Swan, K. and circa Meskill. Multimedia and Response-Based Literature Teaching and Learning||1997|
|1||62||# 3.7. Kolanowski, K. Use of Portfolios in Assessment of Literature||1997|
|1||63||# 3.8. DeFabio, R. Characteristics of Student Performance as Factors in Portfolio Assessment||1993|
|1||64||# 3.9. Jordan, S.and A. Purves. The Metaphor of the Portfolio and the Metaphors in Portfolios: The Relation of Classroom-Based to Large-Scale Assessment||1994|
|1||65||# 3.10. Galbraith, M., J. Hennelly and A. Purves. Using Portfolios to Negotiate a Rhetorical Community||1994|
|1||66||# 7.3. Jordan, S. and A. Purves. Issues in the Responses of Students to Culturally Diverse Texts: A Preliminary Study||1993|
|1||67||# 7.9. Cliff, circa and S. Miller. Multicultural Dialogue in Literature-History Classes: The Dance of Creative and Critical Thinking||1997|
|1||68||# 7.10. Tryzna, G. and S. Miller. A Case Study of Learning in an Integrated Literature-History Class: Personal Narrative, Critical Reflection, and Kris's Way of Knowing||1997|
|1||69||# 7.11. Langer, J. Literacy Acquisition Through Literature||1997|