Cate Crosby Grundleger, PhD
Cate Crosby Grundleger received her Ph.D. from The Ohio State University in Second and Foreign Language Education. She is currently teaching First Year Writing to English Language Learners at Baruch College (NYC). Herresearch focuses on preparing teachers to work with English Language Learners (ELLs) and their writing, multilingual writers and second language writing, technology, and mixed methods research. Dr. Crosby Grundleger’s work has beenpublished in Essential Teacher, Research and Teaching in Developmental Education, International Journal of Innovationin English Language Teaching and Research, the PACTE Journal, and The Reading Matrix. Her most recent co-edited book (with Lubie Grujicic-Alatriste) is Second Language Writing in Transitional Spaces: Teaching and Learning across Educational Contexts (University of Michigan Press, 2020).
Alatriste, L. & Crosby Grundleger, C. (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.
Crosby, C. & Brockmeier, R. (2017). Community-Engagement, Program Implementation, and Teacher Preparation for 21stCentury Education. IGI-Global Publishing.
Crosby, C. & Brockmeier, R. (2017). Student Experiences and Educational Outcomes in Community-Engagement for the 21stCentury. IGI-Global Publishing.
Crosby, C. (2018). Engaging, enriching, and empowering immigrant communities with service-learning and digital reading-writing. The Reading Matrix: An International Online Journal.
Bloch, J. & Crosby, C. (September 2006). Creating a space for virtual democracy, Essential Teacher, 3, 38-41.
Crosby Grundleger, C. (2020). Transitioning Young English Learners to School Writing Across Grades K-2 with the Language Experience Approach. In L. Alatriste & C. Crosby (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.
Alatriste, L. & Crosby Grundleger, C. (2020). Why we need to consider transitions in teaching second language writing across educational contexts. In L. Alatriste & C. Crosby (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.
Crosby, C. (2018). Understanding Online Learners’ Media Literacy for Effective Training of Online Instructors. Handbook of Research on Virtual Training and Mentoring of Online Instructors, Dr. S. Keengwe, Editor.
Crosby, C., Goldschmidt, M., & Ousey, D. (2015). Teaching U.S-Educated Multilingual Writers across Classrooms and Institutions. In M. Roberge, K. Losey, and M. Wald (Eds.). Teaching U.S.-Educated Multilingual Writers: Practices from and for the Classroom. University of Michigan Press.
Crosby, C. (December 2013). Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners. In S. Keengwe (Ed.), Cross-Cultural Considerations in the Education of Young Immigrant Learners, pp. 130-144, IGI-Global Publishing.
Crosby, C. (2011). Reading Habits Survey. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 93). Ann Arbor, MI: University of Michigan Press.
Crosby, C. (2011). Academic Literacy Practices of Developmental L1, ESL, and Developmental Immigrant Students. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 14). Ann Arbor, MI: University of Michigan Press.
Crosby, C. (Spring 2010). Academic Identities under Construction: Academic Literacies and Identities of Developmental Immigrant Students. Research and Teaching in Developmental Education, 26, 2, 30-45.
Crosby, C. (2009). Academic reading and writing difficulties and strategies of Generation 1.5 learners. In M. Roberge et al. (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL, Routledge, pp. 105-119.
Bloch, J. & Crosby, C. (2008, February). Blogging and academic writing development. In the Handbook of Research on Computer-Enhanced Language Acquisition. (Eds. F. Zhang & B. Barber). IGI-Global Publishing, pp. 36-47.
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