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 Barbara Martin Palmer, Ph.D.

Barbara Palmer

University Professor

School of Education
Barbara Martin Palmer, Ph.D., began teaching at the Mount in 1985 as a lecturer. She joined the Education Department as an Assistant Professor in 1993. She has served in a number of leadership positions on campus including Associate Dean of Undergraduate Studies, Professional Development School Coordinator, Chair of Education Department.

Palmer was recently appointed by the governor to serve on the Maryland Professional Standards and Teacher Education Board. She is an active scholar in the field of literacy. She has published papers in numerous education journals, and has presented her work at national and international conferences.
Ph.D., University of Maryland (1993)
M.S., Hood College (1980)
B.A., Frostburg State College (1974)
Teacher Education, Literacy Acquisition, Literacy Instruction, Research Methods

Chapters and Reports

Almasi, J. F., & Palmer, B. M. (2013). Reading: Comprehension programs. In J. A. C. Hattie & E. M. Anderman (Eds.), International handbook of student achievement. New York: Routledge.

Almasi, J. F., Palmer, B. M., Madden, A., & Hart, S. (2011). Interventions to enhance narrativecomprehension. In A. McGill-Franzen & R. L. Allington (Eds.) Handbook of reading disability research, pp. 329-344. New York: Routledge.

Palmer, B. M. (2004). An examination of how teachers and their instruction are affected as they implement peer discussion in the classroom. In J. F. Almasi, B. M. Palmer, K. Garas, H. Cho, W. Ma, L. Shanahan & A. Augustino, A longitudinal investigation of the influence of peer discussion of text on reading development in grades K-3 (pp. 217-236). Final Report (PR/AWARD NO.R305T010155) Institute of Education Sciences Field-Initiated Studies Program.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1999). Assessing motivation to read. In S. J. Barrentine (Ed.), Reading assessment: Principles and practices for elementary teachers (pp. 215-232). Newark, DE: International Reading Association.

Codling, R. M., Gambrell, L. B., Kennedy, A., Palmer, B. M., & Graham, M. (Summer,1996). The teacher, the text, and the context: Factors that influence elementary students' motivation to write. (Reading Research Report No. 59). Athens, GA: University of Georgia-University of Maryland, National Reading Research Center.

Gambrell, L. B., Codling, R. M., & Palmer, B. M. (Winter, 1996). Elementary students' motivation to read. (Reading Research Report No. 52). Athens, GA: University of Georgia-University of Maryland, National Reading Research Center.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (Summer, 1995). Assessing motivation to read. (Instructional Resource No. 14). Athens, GA: University of Georgia-University of Maryland, National Reading Research Center.

Articles

Monroe, C., & Palmer, B. M. (2005). What is successful teaching?: A comparison of the perceptions of college sophomores and college seniors, Journal of Research in Education, 15, 36-51.

Palmer, B. M. (1999). The spontaneous comprehension monitoring strategies of college freshmen and college seniors. In Palmer, B. M. (Ed.), College reading: Perspectives and practices (pp. 46-70). Carrollton, GA: College Reading Association.

Palmer, B. M., Holahan, M., & Johnstone, J. R. (1996). The challenge of change: The M.Ed. Portfolio. In M. Collins & B. Moss (Eds.), Assessing students for tomorrow's schools (pp. 123-134). Pittsburg, KS: College Reading Association.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49, 510-533.

Palmer, B. M. (1995). Comprehension calibration of college freshmen and college seniors. In C. Kinzer, K. Hinchman, & D. J. Leu (Eds.), Perspectives on literacy research and practice (pp. 205-211). Chicago: National Reading Conference.

Palmer, B. M. (1995). Relationships: Children's books that explore the role of other. Literacy: Issues and Practices, 12, 84-90.

Palmer, B. M., Codling, R. M., & Gambrell, L. B. (1994). In their own words: What elementary students have to say about motivation to read. The Reading Teacher, 48, 176-178.

Palmer, B. M., & Johnstone, J. R. (1994). The authentic use of multicultural literature through textsets. Proteus: A Journal of Ideas, 10(1), 27-28.

Almasi, J., Palmer, B. M., Gambrell, L. B., & Pressley, M. (1994). Toward disciplined inquiry: A methodological analysis of whole language research. Educational Psychologist, 29(4), 193-202.

Gambrell, L. B., & Palmer, B. M. (1992). Children's metacognitive knowledge about reading and writing in literature-based and conventional classrooms. In C. Kinzer & D. J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives(pp. 215-223). Chicago: National Reading Conference.

Pressley, M., & Palmer, B. M. (1992). Literacy acquisition at home and school. Contemporary Psychology, 37(1), 18-19.

Johnstone, J. R., & Palmer, B. M. (1984). A summer enrichment program for able readers: Developing organizational skills. In L. B. Gambrell (Ed.), Reading: Process, instruction and assessment (pp. 93-103). College Park, MD: State of Maryland International Reading Association Council.

Edited Volumes

Palmer, B. M. (1999). (Ed.), College reading: Perspectives and practices. Carrollton, GA: College Reading Association.

Palmer, B. M., & Richards, P. O. (Eds.) (1998). Literacy: Issues and Practices (Vol. 15). Maryland: State of Maryland International Reading Association Council.

Palmer, B. M. (Ed.) (1997). Literacy: Issues and Practices (Vol. 14). Maryland: State of Maryland International Reading Association Council.

Palmer, B. M. (Ed.) (1996). Literacy: Issues and Practices (Vol. 13). Maryland: State of Maryland International Reading Association Council.

Almasi, J., & Palmer, B. M. (Eds.) (1995). Literacy: Issues and Practices (Vol. 12). Maryland: State of Maryland International Reading Association Council.

Almasi, J., Palmer, B. M., & Wagoner, S. A. (Eds.) (1994). Literacy: Issues and Practi

Research Projects/Grants

Implementation of Secondary Special Education Certification Coursework for STEM Content Area Teachers with Greg Ochoa. Maryland State Department of Education Division of Special Education IDEA Discretionary Part B Grant ($40,514), 2013.

All Means All: Increasing Elementary Candidates' Knowledge of Differentiated Instruction for Fully Included Students in Mathematics with Stacey Brown-Hobbs, Laura Frazier, Barb Marinak, and Nelson Palmer. Maryland State Department of Education. ($10,000), 2012

Secondary Special Education Certification for STEM Content Area Teachers with Laura Frazier, Angela Mucci, and Kim McGlaughlin. Maryland State Department of Education-Division of Special Education, Early Intervention Services. July, 27, 2012. ($31,218), 2012.

Mount Teacher Academy, Maryland State Department of Education Race to the Top contract with Laura Frazier and Stacey Brown-Hobbs ($56,000), 2011

Learning to Read, Learning to Teach, Learning to Mentor in a Professional Development School: Children, Teachers, Career Changers, and Parents Working Together with Marie Holahan, Maryland Higher Education Commission Title II of the Dwight D. Eisenhower Professional Development ($54,700), 2000

Standards-based Teacher Education Project Grant with Judy Ramoy Johnstone, Council for Basic Education and American Association of Colleges of Teacher Education ($44,000), 1999

Professional Development School Network: Teaching for Quality Learning, Teacher Quality Enhancement Continuation Grant, Maryland State Department of Education ($10,000), 1999

Professional Development School Network Grant with Judy Ramoy Johnstone, Maryland State Department of Education ($40,000), 1995