Sarah W. Beck CURRICULUM VITAE EMPLOYMENT HISTORY · CURRICULUM VITAE EMPLOYMENT HISTORY: Associate...

S.W. Beck, Vita, p. 1

Sarah W. Beck

CURRICULUM VITAE

EMPLOYMENT HISTORY:

Associate Professor, English Education September 2009- present New York University, Steinhardt School of Education

Department of Teaching and Learning

Assistant Professor, English Education September 2002 – August 2009

New York University, Steinhardt School of Education


English Teacher September 1993 – June 1996

Hawken School,

Gates Mills, Ohio

EDUCATION:

Ed.D., Harvard University, Graduate School of Education 2002

Doctoral Program in Language and Literacy/

Human Development and Psychology

Spencer Research Training Grant (Multi-Year Fellowship: 1997-2000)

M.F.A., Washington University in St. Louis 1993 Writing Program, Fiction

A.B., Harvard-Radcliffe College 1991 Major: Literature; Magna cum Laude.

PUBLICATIONS:

(* Denotes graduate student co-authors; + denotes undergraduate student co-authors)

Peer-Reviewed Articles:

Beck, S., *Jones, K., & *Storm, S. (in press). Equity-based writing assessment as structured improvisation.

English Journal.

Beck, S., +Cavdar, D., & +Wahrman, A. (2018). Learning to teach writing through dialogic assessment.

English Education, 50, 4, 305-336.


Beck, S., Llosa, L., *Black, K., & *Anderson, A. T. G. (2018). From assessment to instruction in

writing: What do high school teachers prioritize? Assessing Writing, 37, 68-77.

Beck, S. (2017). Educational innovation as re-mediation: A sociocultural perspective. English Teaching:

Practice and Critique, 16, 1, 29-39.

Beck, S., Llosa, L., *Black, K., & *Trzeszkowski-Giese, A. (2015). Beyond the rubric: Think-alouds as a

diagnostic assessment tool for high school writing teachers. Journal of Adolescent and Adult

Literacy, 58, 8, 670-681.

Beck, S., Llosa, L., & *Fredrick, T. (2013). The challenges of writing exposition: Lessons from a study of

ELL and non-ELL high school students. Reading and Writing Quarterly, 29, 4, 358-380.

Llosa, L., Beck, S., & *Zhao, G. (2011). An investigation of academic writing in secondary schools to

inform the development of diagnostic classroom assessments. Assessing Writing, 16, 256-273.

Beck, S. (2009). Composition across secondary and post-secondary contexts: Cognitive, textual and social

dimensions. Cambridge Journal of Education, 39, 3, 311-327.

Beck, S., & *Jeffery, J. (2009). Genre and thinking in academic writing tasks. Journal of Literacy

Research, 41, 2, 228-272.

Beck, S. (2009). Individual Goals and Academic Literacy: Finding a balance between authenticity and

explicitness. English Education, 41, 3, 259-280.

Beck, S. & *Jeffery, J. (2007). Genres of high-stakes writing assessments and the construct of writing

competence. Assessing Writing, 12, 1, 60-79.

Beck, S. (2006). Subjectivity and intersubjectivity in the teaching and learning of writing. Research in the

Teaching of English, 40, 4, 413-460.

Beck, S., Coker, D., Hemphill, L., & Bellinger, D. (2003). Literacy Skills of Children with a History of

Early Corrective Heart Surgery. In Diane L. Schallert, Colleen M. Fairbanks, Jo Worthy, Beth

Maloch, & James V. Hoffman.(Eds). 51st Yearbook of the National Reading Conference, (pp. 106-

116). Oak Creek, WI: National Reading Conference.

Duke, N.K. & Beck, S. (1999). Education should consider alternative formats for the dissertation.

Educational Researcher, 28, 3, 31-36.

Books:

Beck, S. (2018). Think-aloud writing assessment: Analyzing process and product with adolescent writers.

New York: Teachers College Press.

Beck, S., & Nabors-Olah, L. (Eds.), (2001). Beyond the Here and Now: Perspectives on Language and

Literacy. (Harvard Educational Review Reprint Series No. 35.) Cambridge, MA: President and


Fellows of Harvard College.

Book Chapters and Book Reviews:

Beck, S. (2016). “Telling tales out of school.” In, K. Scott & A. Henward (Eds), Women Education

Scholars and Their Children's Schooling.” (pp. 127-140). New York: Routledge.

Beck, S. (2010). Composition: Cognitive, Textual and Social dimensions. In R. Andrews, D. Wyse and J.

Hoffman (Eds.) The International Handbook of English, Language and Literacy Teaching. New

York: Routledge.

Beck, S. (2008). Cultural variation in narrative competence and its implications for children’s academic

success. In A. Bailey, A. McCabe, & G. Melzi (Eds). Spanish Language Narration and Literacy:

Culture, Cognition and Emotion (pp. 332-350). New York: Cambridge University Press.

Beck, S., & Milne, C. (2004). The use of text for thinking and learning in science. In P. Fraser-Abder

(Ed.), Pedagogical Issues in Science, Mathematics and Technology Education, (pp. 42-70).

Syracuse, NY: New York Consortium for Professional Development.

Beck, S. (2004). Context, text, and tests: Issues in English assessment. In B. Barrell, R. Hammett, J.

Mayher, & G. Pradl (Eds.). De-Centering Traditions in Subject English: Cross Border

Perspectives. New York: Teachers College Press.

Cazden, C., & Beck, S. (2003). “Classroom Discourse.” In A. Graesser, M. Gernsbacher, & S. Goldman

(Eds.), Handbook of Discourse Processes. Mahwah, NJ: Lawrence Erlbaum.

Beck, S. (2001). Editor‘s Review of Vygotskian Perspectives on Literacy Research: Constructing Meaning

Through Collaborative Inquiry and Inside City Schools: Investigating Literacy in Multicultural

Classrooms. Harvard Educational Review, 71, 2, 296-309.

MANUSCRIPTS UNDER REVIEW:

*Jones, K. M., & Beck, S. (under review). “It sound like a paragraph to me”: The negotiation of writer

identity in dialogic writing assessment. Submitted to Linguistics and Education, (April 1, 2019).

MANUSCRIPTS IN PREPARATION:

Beck, S., *Jones, K., & *Storm, S. (in preparation). Interactional scaffolding in the dialogic assessment of

student writing.

Beck, S., & *Jones, K. (in preparation). Opportunities for student agency in think-aloud writing

assessment. (37 pp.)

Beck, S., Jensen, L. A., Anderson, D.A., & Davis, L.A. (in preparation). Aspects of teacher knowledge in

writing assessment: A review of the literature.

Beck, S., Burns, B., & Anderson, D. (in preparation). Literacy tools for literary understanding: The use of


Questioning Heuristics to Develop Thematic Understanding of Literature.

Van Booven, C., Llosa, L., & Lee, O., & Beck, S. (in preparation). Spontaneous Analogies in Elementary

Student Writing: An “Untapped” Resource for Constructing Scientific Explanations.

FUNDED RESEARCH

Principal Investigator, A think-aloud approach to writing assessment: Analyzing process and product

with adolescent writers.

Funded by: Steinhardt Professional Development Fund, Awarded 12/21/16

Amount: ???

Principal Investigator, Teacher Thinking in the Assessment of Writing: A Pilot Study Funded by: Steinhardt Research Challenge (IDEA) Grant (Period: 9/1/13 to 8/31/14)

Amount: $4,920

Principal Investigator. What is academic writing? Investigating this construct as a basis for diagnosing

secondary students’ writing difficulties Funded by: The Spencer Foundation (Period: 9/1/07 to 8/31/08)

Amount: $39,817

Principal Investigator. Developing a diagnostic assessment of academic writing: The construct

definition phase (with Lorena Llosa, NYU)

Funded by: Steinhardt Faculty Challenge Grants Competition--Doctoral Graduate Assistant Award

(Period: 9/1/2007-5/31/2008)

Amount: $31,710

Principal Investigator. Developing an evidentiary framework for the construct of academic writing

(with Lorena Llosa, NYU)

Funded by: New York University Research Challenge Grant (Period: 6/1/07- 5/31/08)

Amount: $10,326

Principal Investigator. The nature of academic writing in secondary education: Implications for

diagnostic assessment (with Lorena Llosa, NYU) Funded by: Steinhardt Faculty Challenge Grants Competition--IDEA Award (Period: 6/1/07 – 5/31/08)

Amount: $5,000

Principal Investigator. Developing a diagnostic assessment of academic writing: The construct

definition phase (with Lorena Llosa, NYU) Funded by: Steinhardt Faculty Challenge Grants Competition—Summer Development Award

(Funding Period: 6/1/07-5/31/08)

Amount: $5,000

Principal Investigator – Learning the Genres of History and English

Funded by: Steinhardt Research Assistantship Challenge Fund


Funding Period: 9/1/05 to 5/31/06

Amount: $27,995

Principal Investigator – Literacy within and across subjects in an urban school

Funded by: The Spencer Foundation


Amout: $32, 834

Principal Investigator - Academic Literacy and Literary Expertise: A Pilot study of the Process of

Literary Interpretation in Experts and Students

Funded by: NYU Steinhardt Research Challenge Fund


Amount: $3,996

CURRICULUM DEVELOPMENT GRANT:

Co-Principal Investigator - Designing Instructional Modules to Support the Methods Courses for

NYU-Steinhardt's New Dual Certification Programs in Secondary Content Areas and Special

Education

Funded by: University Curriculum Development Challenge Fund


Amount: $6,919

INVITED TALKS:

Beck, S. (2015, July). Classroom Writing Assessment in Middle and High School: A focus on students'

individual strengths and challenges. International Literacy Association Pre-Conference, St. Louis, MO.

Beck, S. (2015, December). Think-aloud protocols as a diagnostic assessment measure. Writing Research

Study Group of the Literacy Research Association (LRA).

Beck, S. (2014, January). Introduction to Educating Rita, Cabaret Cinema at The Rubin Museum of Art,

New York NY

Beck, S. (2007, November). "Cognitive, textual and social dimensions of academic writing: Implications

for the instruction and assessment of adolescent learners. Invited Talk, Michigan State University.

Beck, S., & Llosa, L. (2007, October). Developing a diagnostic assessment of academic writing: The

construct definition phase. Language and Literacy Research Series, Department of Teaching and

Learning, New York University.

CONFERENCE PRESENTATIONS:


Beck, S., *Jones, K., & *Storm, S. (2018, December). Supporting High School Students’ Writing

Development with Interactional Scaffolds. Paper presented at the Annual Meeting of the Literacy

Research Association, Indian Wells, CA.

Beck, S., & *Jones, K. (2018, December). Identity development in interactive writing assessment. Paper

presented at the Annual Meeting of the Literacy Research Association, Indian Wells, CA.

Beck, S., *Jones, K., & *Tramantano, J. (2018, November). Promoting student agency in dialogic writing

assessment. Roundtable presentation at the Annual Convention of the National Council of Teachers of

English (NCTE), Houston, TX.

Beck, S., *Jones, K., & *Tramantano, J. (2018, April). Teacher talk in writing assessment conversations.

Poster presentation, Annual Meeting of the American Educational Research Association, New York,

NY.

Beck, S., & *Jones, K. (2018, April). Opportunities for student agency in interactive think-aloud writing

assessment. Poster presentation, Annual Meeting of the American Educational Research Association,

New York, NY.

Beck, S., & *Jones, K. (2017, December). Teacher as Partner: Mediation and agency in the dynamic

assessment of adolescent students’ writing. Paper presented at the Annual Meeting of the Literacy

Research Association, Tampa, FL.

Beck, S., & *Jones, K. (2017, November). Dynamic Assessment of Adolescent Students’ Writing

Processes. Presentation at the Annual Convention of the National Council of Teachers of English, St.

Louis, MO.

Beck, S., *Black, K., & *Trzeszkowski-Giese, A. (2016, December). How teachers’ imagined identities

for student writers shape their use of questions in the dynamic assessment of students’ composing

processes. Paper presented at the Annual Meeting of the Literacy Research Association, Carlsbad, CA.

*Trzeszkowski-Geise, A., Beck, S., & *Black, K. (2015, April). A Tango of Teachable Moments: How an

Expert Teacher Uses Questioning to Assess and Develop Students’ Writing. Paper presented at the

Annual Meeting of the American Educational Research Association, Chicago, IL.

Beck, S., *Black, K., & *Trzeszkowski-Giese, A. (2014, December). Teacher and student perspectives in

the formative assessment of writing using a think-aloud protocol. Paper presented at the Annual

Meeting of the Literacy Research Association, Marco Island, FL.

Beck, S., Llosa, L., *Trzeszkowski-Geise, A., & *Black, K. (2014, April). How useful is the think-aloud

protocol as a tool for the diagnostic classroom assessment of high-school students’ writing?: Insights

from teachers’ and students’ experiences. Paper presented at the Annual Meeting of the American

Educational Research Association, Philadelphia, PA.

Beck, S., Llosa, L., *Trzeszkowski-Geise, A., & *Jensen, L. (2013, December). Developing a diagnostic

assessment of academic writing. Paper presented at the Annual Meeting of the Literacy Research

Association, Dallas, TX.


Beck, S., Burns, B., & *Anderson, D. (2011, May). Developing Interpretive Stance in Adolescent Readers:

The Use of Questioning Heuristics to Develop Thematic Understanding of Literature. Poster

Presentation at the International Reading Association Conference, Orlando, FL.

Beck, S., Burns, B., & *Anderson, D. (2011, April). Literacy tools for literary understanding:

An investigation of heuristics in the English classroom. Paper presented at the International Federation of

the Teaching of English Conference, Auckland, NZ.

Beck, S., Llosa, L., *Fredrick, T., & *Smith, A. (2009, November) A developmental perspective on high-

school writers‘ strengths in academic writing. Presentation at the Annual Convention of the National

Council of Teachers of English: Philadelphia, PA.

Beck, S., Llosa, L., *Fredrick, T., & *Smith, A. (2009, April) High school students‘ difficulties with

academic writing: Implications for instruction and assessment. Paper presented at the Annual Meeting

of the American Educational Research Association: San Diego, CA.

Llosa, L., Beck, S., *Zhao, C. (2009, April). Developing a Diagnostic Assessment of Academic Writing

for High School Students: The Construct Definition Phase. Paper presented at the Annual Meeting of

the American Educational Research Association: San Diego, CA.

Llosa, L., Beck, S., *Zhao, C. (2009, March). Defining the construct of academic writing to inform the

development of a diagnostic assessment. Paper presented at the 30th annual Language Testing

Research Colloquium (LTRC), Denver, CO

Beck, S. (March 28, 2008). The use of narrative textual strategies in high school students‘ expository

writing about history. Paper presented at the Annual Meeting of the American Educational Research

Association: New York, NY.

Llosa, L., & Beck, S. (2007, June). Developing a diagnostic assessment of academic writing: The

construct definition phase. Work-in-Progress presented at the 28th annual Language Testing Research

Colloquium (LTRC), Barcelona, Spain

Beck, S., & *Jeffery, J. (April 10, 2007). How students view the genre demands of writing about History

and Literature: Insights from retrospective accounts. Paper presented at the Annual Meeting of the

American Educational Research Association: Chicago, IL.

Beck, S., & *Jeffery, J. (2006). The role of content knowledge in writing about History and Literature:

Insights from students’ retrospective accounts. Paper Presented at the 56th National Reading

Conference. Los Angeles, California.

Beck, S. (2006, April). Students’ understanding of goals for school-based writing: Linking the affective

and the cognitive. Paper presented at the Annual Meeting of the American Educational Research

Association, San Francisco, CA: April 8, 2006.

Beck, S., *Giordano, P., & *Jeffery, J. V. (2006). ―I just want them to write an essay: How teachers think

about integrating literacy skills and content knowledge. Paper presented at the Annual Meeting of the


American Educational Research Association, San Francisco, CA: April 7, 2006.

Beck, S. (2005). Orientations to Literary Response: Attitudes and Processes. Paper presented at the 55th

Annual Meeting of the National Reading Conference, Miami, Florida: November 30-December 3,

2005.

Beck, S., & *Jeffery, J. (2005). Genres of academic writing and of high-stakes assessment: Exploring the

difference. Paper presented at the 55th Annual Meeting of the National Reading Conference, Miami,

Florida: November 30-December 3, 2005.

Beck, S., & McCallister, C. (2005). Enacting Literacy Learning Goals: How Teachers Guide Student

Intentionality. Paper presented at the 55th Annual Meeting of the National Reading Conference, Miami,

Florida: November 30-December 3, 2005.

Beck, S. (2004). How writing extends students‘ reasoning about literature. Paper presented at the 94th

Annual Convention of the National Council of Teachers of English. Indianapolis, Indiana: November

18-24, 2004.

Beck, S., & Milne, C.M. (2004). The use of texts for thinking and learning in science. Paper presented at

the 5th Annual Conference on Sharing Our Success in Urban Science and Math Teaching. New York,

NY: May, 2004.

Beck, S. (2004). Literacy assessment for individual and cultural development. [Round table presentation at

the Annual Meeting of the American Educational Research Association. San Diego, CA: April, 2004.

Beck, S. (2003). How do we know where our pre-service teachers are coming from? Paper presented at the

Annual Meeting of the National Council of Teachers of English, San Francisco, CA, November 21,

2003.

Beck, S. & Peterson, S. (2003) When are two minds better than one? Reciprocal influence between teacher

and researcher in the investigation of students’ academic literacy (18 pp.). Penn Ethnography Forum.

Philadelphia, PA: March 1, 2003.

Beck, S. (2002). The development of ninth grade students’ criteria for literary analysis essays in

pedagogical context. Paper presented at the Annual Meeting of the American Educational Research

Association. New Orleans, LA: April, 2002.

Beck, S. (2002). How an Urban Teacher Supports the Development of Ninth Grade Students’ Knowledge

about and Competence in Demonstrating Criteria for the Literary Analysis Essay. Round Table

Presentation at the Annual Convention of the National Council of Teachers of English. Atlanta, GA:

December, 2002.

Beck, S., Coker, D., Hemphill, L., & Bellinger, D. (2001). Exploring areas of vulnerability in the literacy

skills of children with a history of corrective heart surgery. Paper presented at the National Reading

Conference, December 2001, San Antonio, TX.

Beck, S. (2000). The Structure of Talk in a Classroom Discussion of Student Writing. Paper presented at


Steinhardt School of Culture, Education and

Human Development

New York University

239 Greene St. (East Bldg) #520.

New York, NY 10003

Phone: 212-998-5473 (office);

Fax: 212-995-4198

E-mail: [email protected]

33 West 93rd Street #4E

New York, NY 10025

Cell: 646-642-2221

[email protected]


the Annual Meeting of the American Educational Research Association, April, 2000, New Orleans,

Louisiana.

Beck, S. (1999). New Paradigms, New Practices: A Theoretical Review of Reading Comprehension

Assessments. Paper Presented at the Annual Meeting of the American Educational Research

Association, April 1999, Montréal, Canada.

TEACHING AND ADVISEMENT

Courses Taught at New York University

TCHL-UE.1185 - Advanced Composition

TCHL-UE.1030 - Language Acquisition and Literacy Education in a Multilingual/Multicultural Context

ENGED-UE.1030 – Literature Seminar for English Education

TCHL-GE.3037 – Doctoral Proseminar in Teaching and Learning

ENGED-GE.2120 – Curriculum and Research in the English Language Arts

ENGED-GE.3919 – Doctoral Seminar in Written Discourse

ENGED-GE.2509 – Teaching Reading in the English Classroom

LITED-GE.2016 – Reading and Writing: Foundations

ENGED-GE.2511— Teaching Expository Writing

ENGED-GE.2501 – Masters Seminar in English Education

ENGED-GE.2049 – Teaching English in the Inner City

TCHL-GE.3001/2 – Dissertation Proposal Seminar

ENGED-GE.2028 – Evaluating Learning in English and the Humanities

Research Mentor for Undergraduate Honors Students

(2017-2018)

Lauren Seritella

Kassidy Williams

Christine Park

(2016-2017)

Aislinn Kerrigan

Sabrina Rizzi

Deborah Kim

(2015-2016)

Diler Cavdar

Allison Wahrman

Research Mentor for Visiting Scholar 2014-2015

Lisa Orth, Doctoral Student, Justus Liebig University, Giessen, Germany

Completed Doctoral Dissertations Advised and Directed (*)


Qian Zhang* The Writing Strategies and Literacy Sponsors of

Successful Adolescent Writers of Chinese Descent (Graduated: 5/18)

Kenneth Logan Exploring the relationship between polysemous word knowledge, executive

function, and reading comprehension among early adolescents (graduated:

5/18)

Michael Stoll Teachers’ Conceptualizations of Writing and Historical Thinking in Social

Studies (graduated 12/17)

Alyssa Trzeszkowski-Geise* The Role of Teacher Instructional Discourse in Scaffolding Adolescent

Students’ Argumentation Thinking in Small Group Text-Based Discussion

(Graduated 6/17)

Laura Davis Dialogues on Difference: Constructing Understandings of Diversity in

Preservice Teacher Education (Graduated: 5/14)

Susan Fields Using an identity lens to examine the analytical writing development of

(Boston University) adolescents in an alterantive high school preparatory program.

(Graduated 5/14)

Regine Rossi Three Lenses on Composing: English Teacher Educators’ Views of School

Writing, Writing Instruction, and the Preparation of English Teachers

(Graduated: 5/14)

Anna Smith NEED TO ADD TITLE

(Graduated: 5/14)

Catherine M. Sigler* Painful Memories: Grieving and the Reconstruction of Meaning in

Contemporary Memoir

(Graduated: 12/13)

Tim Fredrick* Students Accomplishing Academic & Social Actions through Language

(Graduated: 12/11)

Heather B. Finn Narratives of English Literacy Learning: Women‘s Participation in a

Community-Based Adult ESL Writing Class

(Graduated: 5/11)

Jill V. Jeffery* Exploring the Intersection Between Voice Criteria and Genre

Demands in Direct Writing Assessments.

(Graduated: 9/10 – currently a Lecturer at Leiden University, Netherlands)

Cecilia Guanfang Zhao The relationship between voice intensity and writing quality in post-

secondary L2 writers

(Graduated: 9/10)


Margaret V. Gardineer* Exploring the Familiar in the Strange: Readers‘ Responses to a Canonical

Text

(Graduated: 5/09)

Gabriel Reich* Measuring Achievement in History: Multiple Choice, High Stakes, and

Unsure Outcomes

(Graduated 9/07; currently an Associate Professor at Virginia

Commonwealth University)

Jody N. Polleck Constructing Identity, Constructing Community: Book Clubs with Urban

Adolescent Females

(Graduated 5/07)

Emily Klein Theory into Practice: Professional Development Design and

Implementation in a Small High School Development Project.

(Graduated 5/12/05)

Chia-Jung Lin Contrastive Rhetoric Revisited: Taiwanese Advanced ESL Learners‘

Organizational Structures in Persuasive English writings

(Graduated 9/24/07)

Dissertation Reader

Stacie Brensilver 5.22.2019

Christopher van Booven 5.30.2017

Amy Scallon 5.18.2016

Christina Walsh 9.22.2014

Carolyn Strom 4.17.2013

Kim Woo 5.21.2014

Anne Beitlers 5.21.2014

Matthew Hall 9.23.2013

Ilka Kostka 3.20.2012

Christine Rosalia 3.25.2010

Jonna Perillo 1.24.2005

Carley Moore 5.13.2004

Brendan Walsh 9.22.2003

OTHER TRAINING AND WORK EXPERIENCE

Consultant in Writing Assessment, 2001-2002

Snowden International High School, Boston, MA

Evaluation Consultant, October 2000- August 2002

Faculty Writing Seminars of the Bard College

Institute for Writing and Thinking


“The Art of Writing About Teaching” – Workshop organizer January-September 2000

Harvard Educational Review

Research Assistant to Dr. Lowry Hemphill, January 1997- June 2002

Harvard Graduate School of Education

Research Assistant to Nell K. Duke, Spring 1997

Harvard Graduate School of Education

Curriculum Consultant, Max Warburg Courage Curriculum Summer 1997

LEADERSHIP AND SERVICE (EXTERNAL)

International and National Leadership and Service

Member, International Literacy Association, Writing Task Force 2018-2019

Chair, Selection Committee for the Alan Purves Award 2017-2018

National Council of Teachers of English

Co-Chair, Area 4 (Assessment, Evaluation and Public Policy) 2015- 2017

Literary Research Association Annual Meeting

Member, Selection Committee for the Alan Purves Award 2007


Member, Standing Committee on Research, 2006-2008


Chair (Area 9, Literature and Text Analysis) 2005, 2006

National Reading Conference Annual Meeting

Editorial Boards:

Editorial Board Member, Research in the Teaching of English 2014-2016

Editorial Advisory Board, Journal of Literacy Research 2004-2013

Senior Editor, Harvard Educational Review 2001-2002

Editorial Board, Harvard Educational Review 1998-2000


Ad Hoc Reviews:

Ad-Hoc Reviewer, Book Chapter, G. Bunch & Aida Walqui, Amplifying the Curriculum: 2019

Designing Quality learning opportunities for English Learners (Teachers College Press)

Ad-Hoc Reviewer, Book Proposal, Richard Andrews, A prosody of free verse 2015

(Routledge)

Ad-Hoc Reviewer, Journal of Applied Developmental Psychology 2019

Ad-Hoc Reviewer, English Teaching: Practice and Critique 2018-Present

Ad-Hoc Reviewer, Reading Research Quarterly 2015-Present

Ad-Hoc Reviewer, Cambridge Journal of Education 2014

Ad-Hoc Reviewer, Journal of Second Language Writing 2014

Ad-Hoc Reviewer, Research in the Teaching of English 2001, 2008, 2012

Ad-Hoc Reviewer, Language Testing 2011-12

Ad-Hoc Reviewer, Assessing Writing 2009-present

Guest Reviewer, Discourse Processes 2000

Proposal Reviewer, Division C (Learning and Instruction) and 2007, 2012

Division K (Teacher Education)

Annual Meeting of the American Educational Research Association

Proposal Reviewer, 2005, 2006

(Division C, Learning & Instruction; Writing and Literacies SIG)

Annual Meeting of the American Educational Research Association

External Tenure Reviewer

Arizona State University

East Carolina University

Regional Leadership and Service

Chair, Development Committee and Member, Executive Committee

Board of Trustees, Manhattan Country School 2014-2019

New York, NY

Member, Board of Trustees, The New Group Theater Company 2015-2018


LEADERSHIP AND SERVICE (INTERNAL):

Career Week Panelist, NYU Office of Field Studies February, 2019

Member, Search Committee: Clinical Assistant Professor, 2017-2018

Literacy and Early Childhood Education

Member, Promotion and Tenure Committee 2009-present

Chair, Promotion and Tenure Committee, Department of Teaching and Learning 2013-2014

Steinhardt School of Education

Member, Search Committee for the Director of the Expository Writing Program 2013-2014

NYU – College of Arts and Sciences

Co-Chair, Doctoral Program, Department of Teaching and Learning 2011-2013


Program Director, English Education, Department of Teaching and Learning 2008-present


Chair, Faculty Search Committee, Literacy/English Education 2011-2012


Member, Faculty Search Committee, English Education 2007-2008


Member, Advisory Board, University Neighborhood Middle School 2004-2005

(a New York University Partnership School)

Member, Faculty Search Committee, English Education 2005-2006


Member, Steinhardt Teacher Education Council 2005-2007

Member, Teacher Education Research Advisory Committee 2005-2006


Member, Student Academic Life Committee 2002-2004

New York University, Department of Teaching and Learning

Faculty Search Committee (Literacy Education),

Department of Teaching and Learning 2002-2003

Harvard Graduate School of Education, 2000-2001


Committee on Rights and Responsibilities 1996-1997

Harvard Graduate School of Education, 1998-1999

Search Committee for Professor in Language and Literacy

Harvard Graduate School of Education 1997-1998

Student Research Conference and International Forum,

Steering Committee

MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS: American Educational Research Association

Literary Research Association (formerly National Reading Conference)


International Literacy Association (formerly International Reading Association)

Sarah W. Beck CURRICULUM VITAE EMPLOYMENT HISTORY · CURRICULUM VITAE EMPLOYMENT HISTORY: Associate...

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