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Jessica Early, Associate Professor of English at Arizona State University, is a scholar of English education and secondary literacy. She initially began her career in the field of education as a high school English teacher. Her research combines qualitative and quantitative methods to examine language and literacy practices in ethnically and linguistically diverse secondary English Language Arts classrooms as well as the preparation and professional development of urban English Language Arts teachers.
Dr. Early has published widely. Her second book, Real World Writing for Secondary Students (Teacher College Press Language and Literacy Series, 2012) presents theoretical grounding and concrete strategies for teaching writing to ethnically and linguistically diverse secondary students. She is also the author of Stirring up Justice: Reading and Writing to Change the World (Heinemann, 2006) a classroom-based examination of a literacy curriculum revolving around issues of activism within an urban secondary English classroom. Her research appears in numerous scholarly journals including Bilingual Research Journal, Journal of Writing Research, Journal of Adolescent and Adult Literacy, Educational Leadership, The International Journal of Teaching and Teacher Education, and Rethinking Schools. Dr. Early serves on the Editorial Review Board for the Journal of Teacher Education.
She is the Director of the Central Arizona Writing Project, located in the Department of English at Arizona State University. The CAWP is part of the National Writing Project network, the oldest and largest professional development project in the United States. In addition to working with K-12 teachers throughout the greater Phoenix area, Dr. Early teaches Research Methods in English Education, Methods of Teaching Composition in Secondary Classrooms, and Teaching Texts and Critical Literacy in Secondary Classrooms. Her current research focuses on the teaching of college and career-ready writing at the secondary level and on finding successful ways of shifting curriculum to better prepare ethnically and linguistically diverse students for the kinds of writing tasks they will need in college, the work place, and the community.
Christina Saidy is an Assistant Professor of English at Arizona State University where she also serves as the Co-director of the Central Arizona Writing Project. Christina is originally from California, where she taught middle school and high school English Language Arts. Her research focuses on writing and writing transitions with secondary students, teachers in professional development groups, and students entering college. Christina's work has appeared in journals such as English Journal, College Composition and Communication, Teaching/Writing, and The Journal of Adolescent and Adult Literacy.
Justin Scholes is in his 8th year teaching middle school English Language Arts and is currently a doctoral student in the English Education program at Arizona State University. He became a teaching fellow of the Central Arizona Writing Project in 2017 and has taught the Young Adult Writing Program at ASU for the last couple summers. He enjoys reading and writing and is particularly fond of dystopian, sci-fi, and post-apocalyptic literature and film. His research interests include writing instruction in secondary schools, grammar in the context of writing, and young adult literature.
Tina Norgren has worked in Arizona State University's English Education department since April 2009. She took on the administrative duties for the Central Arizona Writing Project and Young Adult Writing Program in September of 2009. Tina is originally from the New England area but has happily lived in snowless Tempe for the last 30 years with her husband and four children. Three of her children graduated in May 2009 from ASU. Tina has been involved with the ASU Parents Association from 2003-2012 and was president in 2007.