ࡱ> TVSU ~;bjbjnn ;baaA3< 00000DDD8|D\Dx(DDD$p&!000DD2???0D0D???? DpH?H0x?!q!K!0K?@x! B : Richard E. Thurlow Hyatt Hall One University Place Chester, PA 19013-5792 610-506-8193 (cell) 610-499-4497 (work) rthurlow@widener.edu EDUCATION: University of Minnesota Ph.D., Educational Psychology: Learning and Cognition (Minor: Cognitive Science), 1991 University of Minnesota B.S., Music Education, 1974 AWARDS & OTHER PROFESSIONAL APPOINTMENTS: 2000-Present: Associate Professor, Center for Education, Widener University 2009-2014: Adjunct Faculty, Penn State University at Great Valley 2008: Service Learning Fellow - Widener University 2005: R. Carter Kelso Service Award, Widener/PMC Alumni Association 2004: Faculty Award for Service, Center for Education, SHSP, Widener University 2003: Sabbatical Award, Widener University 1994-2000: Assistant Professor, Center for Education, Widener University 1991-1993: Postdoctoral Research Associate , Learning Research and Development Center University of Pittsburgh 1990-1991: Miller Dissertation Fellowship, University of Minnesota 1988-1989: Pre-doctoral Trainee, Center for Research in Learning, Perception and Cognition University of Minnesota 1985-1990; Teaching & Research Assistant, College of Education, University of Minnesota 1985: Wilson Learning Fellow, Wilson Learning Foundation 1984-1985: Instructor, School of Music, University of Minnesota 1974-1984: Music Teacher - Elementary, Jr. & Sr. High, Independent School District 622 Maplewood, Minnesota RESEARCH ACTIVITIES Peer Reviewed Publications Thurlow, R. (2009). Improving emergent literacy skills: web destinations for young children. Computers in the Schools, 26, 290-298. Thurlow, R., Ledoux, M., McHenry, N., & Burns, M. (2007). University and community partnerships: A full circle program. Essays in Education, 22. Ledoux, M. W., Thurlow, R., McHenry, N., & Burns, M., Prugh, E. (2007). Graduate students and field experience: Aligning curricular goals with multiple measures of assessment. The Journal of Social Studies Research, 31, 12-19. Thurlow, R. (2000). How do I begin to use computers in my classroom. In S. B. Wepner, W. J. Valmont, & R. Thurlow (Eds.) Linking Literacy and Technology. Newark, DE: International Reading Association. Wepner, S. B., Valmont, W. J., & Thurlow, R. Eds. (2000). Linking Literacy and Technology. International Reading Association. Thurlow, R., & van den Broek, P. (1997). Automaticity and inference generation processes during reading comprehension. Reading and Writing Quarterly, 13, 165-181. van den Broek, P., Lorch, E. P., & Thurlow, R. (1996). Children's and adults' memory for television stories: The role of causal factors, story-grammar categories and hierarchical level. Child Development, 67, 3010-3028. van den Broek, P., Risden, K., Fletcher, R.,& Thurlow, R. (1995) A 'landscape' view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. Britton & A. Graesser, Eds. Models of Understanding Text. Hillsdale, NJ: Erlbaum. van den Broek, P., & Thurlow, R. (1991) The role and structure of personal narratives. Journal of Cognitive Psychotherapy: An International Quarterly, 4, 257-274. Thurlow, R. (1991). The inference of causal antecedents during the reading of narratives. doctoral dissertation. University of Minnesota. Tennyson, R. D., Thurlow, R., & Breuer, K. (1987). Problem oriented simulations to develop and improve higher-order thinking strategies. Computers in Human Behavior, 3, 151-165. Editor Reviewed Publications Pappas, T., & Thurlow, R. (2014). Is sexuality training important for a drug and alcohol therapist? Advances in Addiction & Recovery, 2, 28-29. Reviewed Presentations at Professional Conferences McGeehan, C. & Thurlow R. (2011). The effects of brain injury on the ability to make predictive inferences while reading. North American Brain Injury Society Annual Conference on Brain Injury, New Orleans, LA. Thurlow, R. (2004, May). Using computers as recording devices in the literacy classroom. International Reading Association Annual Conference, Reno, NV. Thurlow, R. (2003, May). The radio plays the thing: Computers and readers theater. International Reading Association Annual Conference, Orlando, FL. Thurlow, R. (2003, May). Collaboration with technology: How and why it works. International Reading Association Annual Conference, Orlando, FL. Thurlow, R. & Antifaiff, G. (May, 2002) Working smarter or working harder: Technology in the content classroom: International Reading Association Annual Conference, San Francisco, CA. Farnsworth, J., Strong, M., & Thurlow, R. (May, 2001) Making classroom connections: Technology, communication, and literacy: International Reading Association Annual Conference, New Orleans, LA. Madigosky, S., Thurlow, R., Gatz, F., & Bucar, P. (April 2001) Rural Amazonian Teachers - Critical to the Rain Forest: National Science Teacher's Association, St. Louis, MO. Strong, M., Lamb, S., & Thurlow, R. (October, 2000) Philosophical Dilemmas in Undergraduate and Graduate Literacy Programs: College Reading Association, St. Petersburg, FL. Thurlow, R. (May, 2000) First things first: Using technology to learn about technology: International Reading Association Annual Conference, Indianapolis, IN. Strong, M., Farnsworth, J., & Thurlow, R. (May, 2000) Making classroom connections: Technology, communication, and literacy: International Reading Association Annual Conference, Indianapolis, IN. Wepner, S. B., Thurlow, R., & Valmont, W. J. (1999, June). Webbing in and out of electronic books: National Educational Computing Conference: Atlantic City, NJ. Thurlow, R. (1999, May). Your Attention Please! Technologys Impact on Young Readers. International Reading Association Annual Conference: San Diego, CA. Wepner, S. B., & Thurlow, R. (1999, January). Screening for electronic learning. Manhattan Reading Council, Parents and Reading Conference: New York, NY. Thurlow, R. (1998, October). A new day in the life of the high-tech ethnographer? Possible futures for qualitative evaluations. American Evaluation Association Annual Conference: Chicago, IL. Thurlow, R. (1998, May). Cognitive influences of technology on reading comprehension. International Reading Association Annual Conference: Orlando, FL. Brogan, B. R., Thurlow, R., & Ebert, S. A. (1997, February). A parent-driven, research-based model for school improvement. Eastern Educational Research Association Annual Meeting: Hilton Head, SC. van den Broek, P., Risden, K., Fletcher, R., & Thurlow, R. (1994, January) How little pieces make a big picture: Fluctuating patterns of activation and stable memory representations. Annual Winter Text Conference: Jackson, WY. van den Broek, P., & Thurlow, R. (1990, November). Reinstatements and elaborative inferences during the reading of narratives. Psychonomic Society Annual Meeting: Atlanta, GA. van den Broek, P., Lorch, R. W., Fletcher, C. R., Thurlow, R.., & Husebye, E. A. (1990, June). Establishing coherence during reading: A process model of inference generation. Cognitive Science Society Annual Meeting: Boston, MA. van den Broek, P., Trabasso, T., & Thurlow, R. (1990, April). The effects of story structure on children's and adults' ability to summarize stories. American Educational Research Association Annual Conference: Chicago, IL. van den Broek, P., Lorch, R. W., Fletcher, C. R., Thurlow, R.., & Husebye, E. A. (1990, January). Building Coherence: inferential processes during reading. Winter Text Conference: Jackson, WY. van den Broek, P., Lorch, E. P., & Thurlow, R. (1989, April). Effects of causal structure story-grammar categories and episodic level on children's and adults' memory for television stories. Society for Research in Child Development Biennial Conference: Seattle, WA. Thurlow, R. (1988, April). Developing higher-order thinking using problem-oriented simulations. American Educational Research Association Annual Conference: New Orleans, LA. Schneider, J., Maruyama, G., Stealey, D., Peterson, R., & Thurlow, R. (1988, July) Comparing need for uniqueness and individuation. American Psychological Association Annual Meeting: New York, NY. Unpublished Reports Thurlow, R. (2003). Evaluation report of the Scholars in Partnership with Schools : NSF funded project. Miller E., & Thurlow R. (1997). The Valley Forge Partnership: Evaluation of a pilot partnership between Valley Forge Elementary School & Valley Forge National Historical Park. Evaluation for Tredyffrin/Eastown School District: Berwyn, PA Brogan, B. R., Thurlow, R., & Ebert, S. A. (1997). Survey of Parental Attitudes. Report presented to Springfield School District School Board: Springfield, PA. Invited Presentations Thurlow, R. (2013, June) Child Development and the Brain. Featured speaker at the opening plenary session of the 2013 International Congress of the Society for Cognitive Rehabilitation. Thurlow, R. (2005, May) Ten new technologies for the next fifty years of literacy. Featured Technology Speaker at the Annual Conference of the International Reading Association: San Antonio, TX Thurlow, R. (2005, May) The future of technology and literacy. Keynote Address for the Pre-conference workshop of the Annual Conference of the International Reading Association: San Antonio, TX Thurlow, R. (2004, December). Developing a school-wide behavior code. Albert Einstein Academy: Wilmington, DE Thurlow, R. (2000, May). The Changing Focus from Teaching to Learning. Bridge Week Program for the Enhancement of Teaching and Learning: Widener University Thurlow, R. (1998, May). Does learning theory fly in cyber space? Bridge Week Program for the Enhancement of Teaching and Learning: Widener University Thurlow R. (1997, March). Childrens and adults memories for television stories. Faculty Research Colloquium: School of Human Service Professions, Widener University. Media Interview Radio Times with Marty Moss-Coane (August 27th, 1998) Teaching teachers: WHYY Radio, Philadelphia GRANTS AND HONORS Grants 2014 Faculty Development Option Grant, Widener University 2013 Faculty Development Option Grant, Widener University 2006 Living History, Valley Forge Interp. Assoc. $50,000 2004 Living History, Valley Forge Interp. Assoc. $15,000 2002 Technology & Literacy Initiative, Raymond Foundation $32,000 2000 Faculty Development Option Grant, Widener University 1999 Faculty Development Option Grant, Widener University 1998 Faculty Development Option Grant, Widener University Academic Honors Kappa Delta Pi, International Honor Society in Education Phi Delta Kappa International, Education Honorary Fraternity Alpha Upsilon Alpha, Honorary Society of the International Reading Association PROFESSIONAL RESPONSIBILITIES Widener University Graduate Courses Taught Instructional Psychology Applications of Educational Research Educational Statistics Advanced Educational Research Educational Measurement Adolescent Psychology Seminar in the Psychology of Language Comprehension: Theories and Practice Reading Research; Past, Present and Future Teaching Reading in the Content Class The Brain and Its Development Developmental Psycholinguistics Ethnographic Study of Language Undergraduate Courses Taught Language Development in Early Childhood Education Language Development: Birth to Age Six Educational Psychology Adolescent Development Social Studies Methods: Elementary & Secondary Penn State Great Valley Graduate Courses Taught Psychology of Reading Oversight Board National Advisory Board: Girls at the Center - A National Science Foundation-funded partnership between The Girl Scouts of America, The Franklin Institute, and four regional science centers intended to build girls into confident, enthusiastic learners of science, and to provide their adult partners with skills to encourage the girls to explore science and related careers. Journal and Conference Reviews Reading and Writing: An International Journal Reading and Writing Quarterly Cognition and Instruction AERA Annual Conference: Division C IRA Presidential Award for Technology IRA Annual Conference Technology Strand IRA Annual Conference Program Committee 2001, 2002, 2003, 2005 Professional Book Reviews (for publishers) Brookes Publishing proposal for book on Science of Reading Instruction Sage Publications proposal for book on Intellectual Assessment Sage Publications new text on Language Development Cengage Learning new edition of Behavior Analysis for Lasting Change Research Collaborations Garfield Park Academy Grant application submitted June, 2009 - U. S. Department of Education Institute of Educational Sciences: National Center for Special Education. A reading comprehension program for adolescents with Emotional/Behavioral Disorders: The dialogic scaffolding model. 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