Faculty and Staff Profiles
| Mark W. Conley
| Professor, Instruction Curriculum Leadership
| Office Location: 420 Ball Hall
| Office Hours: Fridays, 3 - 5 PM and by appointment.
Research interests include teacher education policy and practice, adolescent literacy, assessment and human and artificial intelligence tutoring, all within interdisciplinary contexts. Commitment to urban teacher education and literacy in urban schools.
- Professor, Instruction and Curriculum Leadership - The University of Memphis - 2008-present
- Coordinator, Undergraduate and Graduate Programs in Literacy - Michigan State University - 2007-2008
- Coordinator, PhD Program in Curriculum, Teaching and Educational Policy -   - 2004-2005
- Woodworking Instructor, Acoustic Guitar Building, Teacher Preparation - Grand Rapids Woodcraft - 2005-2008
- Flight Instructor, CFII - Lansing Community College - 2001-2004
- Professional Development for Grades 5 through 8 STEM teachers. - Tennessee Higher Education Commission - $57 thousand dollars - 2012 through 2013
- Center for the Study of Adult Literacy - Institute for Education Sciences, U.S. Department of Education - 12 million dollars - 2012 though 2018
- STEM Grand Challenge â€“ Adaptive, Generalizable Intelligent tutors for STEM and Naval Training and Education, - Office of Naval Research - 2.5 million dollars - 2012-2015
- DeepTutor: An Intelligent Tutoring System Based on Deep Language and Discourse Processing and Advanced Tutoring Strategies. - Institute for Education Sciences - 1.5 million dollars - 2010 - 2013
- The Memphis Literacy Corps. - The Memphis City Schools - 2.4 million - 2009 - present
- Hewlett Packard Foundation, Committee to Evaluate the PISA Assessments - Research panel - Spring 2015 - Hewlett Packard Foundation
- Evaluating the ACT and Cambridge Curricula and Assessments using the Common Core State Standards - Leaders and researchers in English language arts and literacy - January 2013 through December 2013 - National Center on Education and the Economy
- National Council on Education and the Economy - Reading and Writing Committee - 2011-present
- National Board for Professional Teaching Standards - Chair of the Committee, Revise the English/Language Arts Standards (C) - 2011-2012
- Coordinating Panel for the Carnegie sponsored Adolescent Literacy Pre-Doctoral Fellowships. - Member of the Committee - 2007-2011
- Member, Exemplary Teacher Preparation Program Awards (QUESTER) Committtee, International Reading Association - Chair and onsite visit coordinator - 2005-present
- Conley, M., & Seglem, R. (Eds.) (2015). Taking
ownership over teacher performance assessment in language arts: Special edition
of the Language Arts Journal, Language Arts, 93, 2, 81-159.
Board for Professional Teaching Standards. (2014). English language arts
standards, third edition. Washington, DC. National Board for Professional
Teaching Standards. (co-chair and member of the standards panel).
Center on Education and the Economy. (2013). What does it mean to be college
and work ready? A report from the National Center of Education and the Economy,
Washington, DC. (member of the English research panel).
- Conley, M. (2012). Content Area Literacy: Learners in Context, (2nd edition). Boston: Pearson.
- Conley, M. (2012). Review of Research in Urban
Educational Settings: Lessons Learned and Implications for Future Practice.
Edited by Kimberly A. Scott and Wanda J. Blanchett. Teachers College Record. http://www.tcrecord.org ID Number 16891.
M. (in press). Embracing teachers as a vital resource. Journal of Adolescent
and Adult Literacy.
M. (2017). Improving Adolescent Comprehension: Developing Comprehension
Strategies in the Content Areas. (pp. 406-427). S. Israel, Handbook of
Research on Reading Comprehension, 2nd Edition. New York:
- Conley, M. (2016). Collaborating across
educational divide: Why it is important for literacy and what it takes. Journal
of Adolescent and Adult Literacy, 59, 5, 1-6.
- Conley, M. & Garner, G. (2015). The edTPA
and the (de)skilling of America’s teachers? Teachers College Record,
Date Published: July 17, 2015. http://www.tcrecord.org ID Number: 18037, Date
Accessed: 2/18/2016 10:11:24 AM.
- Conley, M. & Kang, H. (2015). What
beginning teachers’ narratives about video-based instruction tell us about
learning to teach science and literacy. (pp. 21-40) In E. Ortlieb, Shanahan, L.
& McVee, M. (Eds.), Video research in disciplinary literacies.
Cambridge, MA: Emerald Group Publishing.
M., & Greenberg, D. (2014). A survey
of adult literacy teachers’ instructional practices associated with various
texts, tasks and social conditions. A paper presented at the annual conference
of the Society for Text and Discourse, Chicago.
M., & Greenberg, D. (2014). Choices of adult literacy teachers’
instructional texts and tasks within different instructional and social
conditions. A paper presented at the annual conference of the Literacy Research
Association, Marco Island, FL.
- Conley, M. (2012). Differentiating literacy
instruction to meet the needs of special populations: including creative and
gifted students and English Language Learners. A presentation at the annual
meeting of the International Reading Association, Orlando, FL.