Our Development Team
Dr. Zoi Traga Philippakos
Dr. Zoi Traga Philippakos, is Associate Professor at the department of Theory and Practice in Teacher Education (TPTE) at the College of Education, Health, and Human Sciences at The University of Tennessee. Her research interests include reading and writing instruction in K to 12 classrooms and in postsecondary settings, strategy instruction with self-regulation, and teacher professional development. Her recent coauthored books are Developing Strategic Young Writers Through Genre Instructor: Resources for Grades K to 2; Developing Strategic Writers Through Genre Instructor: Resources for Grades 3 to 5; Differentiated Literacy Instruction in Grades 4 and 5: Strategies and Resources, and is the first editor in the coedited book Design based research in education: Theory and applications (2021). In 2019 she received the Early Career Achievement Award by the Literacy Research Association, and in 2020 she Chaired the Writing Task Force for the International Literacy Association and coauthored a Research Advisory titled, Teaching writing to improve reading skills. She is the co-PI on an IES Goal 3 grant on strategy instruction for college basic writers, she has co-authored the curriculum and participated in all aspects of analysis and writing. She has published several articles in peer-reviewed journals (e.g., Reading and Writing Quarterly, Reading Research Quarterly, Reading and Writing) and has presented her work and findings in national and international conferences.
Charles A. MacArthur, Ph.D.
Charles A. MacArthur, Ph.D. is Professor of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, he teaches courses on literacy problems, writing instruction, and educational research. He has been conducting research on writing development and instruction for struggling writers for over 30 years. He is currently principal investigator (with Zoi A. Traga Philippakos and Henry May) of a study that examines the efficacy of a writing curriculum for college basic writing courses. Major funded research projects have focused on development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. He serves as co-editor of the Journal of Writing Research, was previously editor of The Journal of Special Education, and serves on the editorial boards of several journals. He has published over 100 articles and book chapters and edited several books, including the Handbook of Writing Research and Best Practices in Writing Instruction; With Zoi A. Traga Philippakos and David Coker he has coauthored the book Developing Strategic Writers through Genre Instruction: Resources for Grades 3 – 5 and with Zoi A. Traga Philippakos the book Developing Strategic Young Writers through Genre Instruction: Resources for Grades K – 2.