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Resource Involvement
Building a Knowledge Base in Reading,
Second Edition
Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship Approach
Past Events
What Does the Research Say About Designing Quality Literacy Instruction?
Addressing the Needs of Struggling Middle Level and High School Readers
Related News
WestEd’s Reading Apprenticeship Featured
WestEd's Strategic Literacy Initiative Presents Research
Jane Braunger is a Senior Research Associate with the Strategic Literacy Initiative (SLI) at WestEd, where she conducts research on professional development in literacy among middle and high school teachers, collaborates in the ongoing development of theory and practice in reading apprenticeship, and establishes new networks and contexts for SLI's work, especially in preservice settings.
Prior to joining WestEd in 1999, Braunger spent seven years as a Senior Associate at the Northwest Regional Educational Laboratory. While there, her research, writing, and consultation focused on classroom implications of literacy research, curriculum reform, and the impact of professional development on teacher practice and student outcomes in reading.
Braunger has extensive experience as a high school and college teacher, K–12 language arts curriculum specialist, teacher educator, researcher, and writer. She is a frequent presenter at local, regional, and national professional conferences with expertise in literacy instruction, assessment, teacher development, standards-based reform, and developmental education.
Her publication topics include curriculum development, integrative curriculum, adult learning, and school reform. She is coauthor a nationally recognized synthesis of the research on learning to read, Building a Knowledge Base in Reading, and a companion volume, Using the Knowledge Base in Reading: Teachers at Work.
Braunger currently serves on the National Council of Teachers of English Commission on Reading and is past President of the Oregon Reading Association. She is a member of both the International Reading Association and the National Council of Teachers of English.
She received an EdD from Portland State University, the University of Oregon, and Oregon State University.
Prior to joining WestEd in 1999, Braunger spent seven years as a Senior Associate at the Northwest Regional Educational Laboratory. While there, her research, writing, and consultation focused on classroom implications of literacy research, curriculum reform, and the impact of professional development on teacher practice and student outcomes in reading.
Braunger has extensive experience as a high school and college teacher, K–12 language arts curriculum specialist, teacher educator, researcher, and writer. She is a frequent presenter at local, regional, and national professional conferences with expertise in literacy instruction, assessment, teacher development, standards-based reform, and developmental education.
Her publication topics include curriculum development, integrative curriculum, adult learning, and school reform. She is coauthor a nationally recognized synthesis of the research on learning to read, Building a Knowledge Base in Reading, and a companion volume, Using the Knowledge Base in Reading: Teachers at Work.
Braunger currently serves on the National Council of Teachers of English Commission on Reading and is past President of the Oregon Reading Association. She is a member of both the International Reading Association and the National Council of Teachers of English.
She received an EdD from Portland State University, the University of Oregon, and Oregon State University.