Division C - Learning and Instruction / Division C - Section 1a: Literacy

Emily Plummer Catena, Florida State University

Writing From Multiple Perspectives: Relations of Perspective-Taking, Language Features, and Writing Quality for Adolescents - Minkyung Cho, University of California - Irvine; Young-Suk Kim, University of California - Irvine

Crossing Spatial and Textual Boundaries: The Writing Club as Culturally Sustaining Practice - Jody N. Polleck, Hunter College - CUNY

Increasing Teacher Self-Efficacy for Writing Instruction Through a Professional Development Focused on Antiracist Writing Instructional Practices - Tracey S. Hodges, The Empowering Advocate LLC; Carol A. Donovan, University of Alabama; Julianne M. Coleman, University of Alabama; Joy Anuri Anogwih, University of Alabama, Tuscaloosa; Kantrele King, The University of Alabama; Erica T. Campbell, University of Alabama; Honorine Ntoh Yuh, The University of Alabama - Tuscaloosa; Autumn E Ford, The University of Alabama

Teachers' Perceptions of Writing Instructional Coaching Practices - Jadelyn A Abbott, Weber State University; Katherine Landau Wright, Boise State University

Evaluating Text Complexity at Different Writing Development Stages for Students With Significant Cognitive Disabilities - Jonathan Schuster, The University of Kansas; Jennifer L. Kobrin, The University of Kansas; Amy Clark, The University of Kansas; Russell E. Swinburne Romine, The University of Kansas