RM Winter 2016 FLIP

Wachholz, P., & Etheridge, C. (1996). Self-efficacy beliefs of high- and low- apprehensive writers. Journal of Developmental Education, 19 (3), 16-24.

Weisel, E. (2006) Night. New York: Hill and Wang (revised edition). Vacca, R. (2006). They can because they think they can. Educational Leadership, 63 (5), 56-59.  Patricia Wachholz ( patricia.wachholz@armstrong.edu ) is Professor of Education at Armstrong State University in Savannah, Georgia. Dr. Wachholz has a bachelor’s degree in English and biology fromWestern Michigan University, M.Ed. in English Education from the University of North Florida and Ed.D. in Curriculum and Instruction from the University of Memphis. Prior to joining Armstrong in 2008, Wachholz was Associate Dean of Education at Florida Gulf Coast University, where she also directed the National Writing Project at FGCU. Julie Warner ( Julie.warner@gmail.com ) is Assistant Professor of Writing and Linguistics at Georgia Southern University. She received her doctorate from Teachers College, Columbia University in 2014 in Curriculum and Teaching with a Literacy concentration. She taught 6-12 English Language Arts for 4 years and has taught a variety of writing courses at the undergraduate level since 2010. From 2010-2014, she was Technology Director for the Coastal Savannah Writing Project.

Reading Matters Teaching Matters

Reading Matters | Volume 16 • Winter 2016 | scira.org | 47 |

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