Image of faculty member, Bryan Crandall

Dr. Bryan Ripley Crandall

Assistant Professor of the Practice of Curriculum & Instruction & Director of Connecticut Writing Project
bcrandall@fairfield.edu
o: Canisius Hall Rm 115
p: x3123
Faculty Website

 

Most Recent:

Crandall, B.R. et. al (2018). The No Bummer Summer: Promoting Adoelscent Literature with Ubuntu during CWP-Fairfield's Young Adult Literacy Labs and Teach Institutes. In Bickmore's YA Wednsday. http://www.yawednesday.com

Crandall, B. R., Bedard, K., Fortuna, P., Herzog, K., Mitchell, S., Wahlde, J. v., &   Zabilansky, M. (2018). We too are Connecticut: Digital Ubuntu with Matt de la Peña's We Were Here. In J. S. Dail, S. Witte, & S. T. Bickmore (Eds.), Toward a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature.Maryland: Rowman & Littlefield.

Crandall, B.R., (2018). “History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school. In R. F. Shawna Shapiro, Mary Jane Curry (Ed.), Educating Refugee-background Students: Critical Issues and Dynamic Contexts. New York: Routledge.

Crandall, B.R. (2016). Promoting democracy through sports, community and dialogue with The   Crossover. In A. Brown and L. Rodesiler (ed.) Developing Contemporary Literacies through Sports: A Guide for the English Classroom. Urbana, Illinois: National Council of Teachers of English.

Crandall, B.R. (2016). Teaching as a writer. Assigning as a reader. In K. Munger (ed.) Steps to Success:   Crossing the Bridge Between Literacy Research and Practice. Geneseo, New York: Open SUNY Press

Crandall, B.R. (2016). Writing with Ubuntu in support of refugee and immigrant youth. English in Texas. 46(2), 12-16.

Crandall, B.R. (2014). Lost voices in an American high school: Sudanese male English    language learners’ perspectives on writing. In C. Compton-Lilly (ed.) Time and Space  In Literacy Research: Revisiting Context.New York: Routledge.

Chandler-Olcott, K., Nieroda, J., and Crandall, B.R. (2014). Co-teaching and Co-planning in a Summer Writing Institute: A Formative Experiment. Teaching/Writing: The Journal of Writing Teacher Education.

Crandall, B.R. (2014). Lost voices in an American high school: Sudanese male English language learners’ perspectives on writing. In C. Compton-Lilly (ed.) Time and Space In Literacy Research: Revisiting Context. New York: Routledge.

Search Results


Close