College of Education *
College of Education *
John O'Flahavan (TLPL)
John O'Flahavan
Contact Information:
Room: 2304F Benjamin Building
Phone: (301) 405-3149
E-mail: johno@umd.edu

John O'Flahavan (Ph.D., University of Illinois, Champaign-Urbana)
Associate Professor; LLSI
Teaching and Learning, Policy and Leadership (TLPL)

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Research Interests | Honors & Awards | Publications | Curriculum Vitae |

Research Interests

PK-12 literacy teaching and learning, the discourses involved inteaching and learning in schools, comprehensive school-wide literacy programs, and sustainable school improvement.

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Honors & Awards

Distinguished Outreach Award, College of Education, University of Maryland, 2010

Faculty Mentor Award, Department of Curriculum and Instruction, University of Maryland, College Park, 2007

Presidential Award for Outstanding Service to the Schools, University of Maryland, College Park, 1995

Lilly-Center for Teaching Excellence Fellow, University of Maryland, College Park, MD, 1993-94

Finalist, Dissertation of the Year Competition (Title: Second graders' social, intellectual, and affective development in varied group discussions about narrative texts: An exploration of participation structure), International Reading Association, Newark, DE, 1991

Award of Merit for Outstanding Achievement in Teaching and Motivation, Panhellenic Association, University of Maryland, College Park, MD, 1988

Excellence in Undergraduate Education, Language Arts Education, University of Illinois, Champaign, IL, 1987

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Selected Publications

Journals edited

  McDonald, R., & O'Flahavan, J. F.  (Eds.) (1991).  Reading in Virginia,  Virginia State Reading Association

Chapters in books (all solicited)

  O'Flahavan, J. F., & Tierney, R. J. (2007). Inquiry with and through literacies: Rethinking our destination and journey.  In J. Flood, & D. Lapp (Eds.), Using instructional strategies in high school classrooms (3e).  Englewood Cliffs, NJ: Prentice-Hall.

  O'Flahavan, J. F.,  & Seidl, B. L.  (1997).  Fostering literate communities in school: A case for sociocultural approaches to reading instruction.   In S. Stahl & D. Hayes (Eds.), Instructional models in reading.  Hillsdale, NJ: Erlbaum.

  O'Flahavan, J. F.,  & Tierney, R. J.  (1995).  Moving beyond reading and writing in the content areas to discipline-based inquiry.  In J. Flood, & D. Lapp (Eds.), Using instructional strategies in high school classrooms (2e).  Englewood Cliffs, NJ: Prentice-Hall.

  Nagy, W., Osborn, J., Winsor, P., & O'Flahavan, J. F.  (1993).  Structural analysis: Some guidelines for instruction.   In J. Osborn & F. Lehr (Eds.), Reading, language, and literacy: Instruction for the 21st Century (pp. 45-58).  Hillsdale, NJ: Erlbaum.

  O'Flahavan, J. F., & Tierney, R. J. (1990).  Reading, writing, and thinking critically.  In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform(pp. 41-64).  Hillsdale, NJ:  Erlbaum.

  Tierney, R. J., & O'Flahavan, J. F. (1989). Literacy, learning and student decision-making: Establishing classrooms in which reading and writing work together.  In D. Lapp,  J. Flood, & N. Farnan (Eds.),  Content area reading and learning: Instructional strategies (pp. 297-303).  Englewood Cliffs, NJ: Prentice-Hall.

Articles (*designates refereed articles; #designates solicited articles)

#O'Flahavan, J. F., & Wallis, J.  (2005).  Rosenblatt in the classroom: Her texts, our reading, our classrooms.  Voices from the Middle, 12 (3), 32-33.

  *Almasi, J. F., O'Flahavan, J. F., & Poonam, A.  (2001).  A comparative analysis of student and teacher development in more and less proficient discussions of literature.  Reading Research Quarterly, 36 (2), 96-120. 

  #Wong, S., Groth, L., & O'Flahavan, J. F.  (1995).  Classroom implications of Reading Recovery.  Reading Today, 13, 12. 

  *Wiencek, B. J., & O'Flahavan, J. F.  (1994).  From teacher-led to peer discussions about literature: Suggestions for making the shift.  Language Arts, 71 (7), 488-498.

  #O'Flahavan, J. F.  (1994).  Teacher role options in peer discussions about literature.  The Reading Teacher.

  *O'Flahavan, J. F.  (1993).  Teacher research in an era of school reform.  Journal, 17, 32-34.

  *O'Flahavan, J. F., & Blassberg, R. (1992).  Toward an embedded model of spelling instruction for emergent literates.  Language Arts, 69,  409-417.

  *O'Flahavan, J. F., & Stein, C.  (1992).  In search of the teacher's role in peer discussion about literature.  Reading in Virginia, 17,  34-42.

  #O'Flahavan, J. F., Gambrell, L. B., Guthrie, J., Stahl, S., Baumann, J., & Alvermann, D.  (1992).  Poll of IRA members guides National Reading Research Center.  Reading Today, 10, 12.

  #O'Flahavan, J. F.  (1991).  Emphasizing the teacher in teacher research communities.  Reading Today, 9, 32.

  #O'Flahavan, J. F., & McDonald, R.  (1991).  Andrea Butler on integrated curricula, thematic improvisation, and "leading from behind."  Reading in Virginia, 16, 7-8. 

  *O'Flahavan, J. F., & McDonnel, G.  (1990).  Becoming a strategic reader in Virginia: Is practice keeping pace with research?  Reading in Virginia: Developing strategic readers, 15, 1-9. 

  *Tierney, R. J., Soter, A., O'Flahavan, J. F., & McGinley, W. M. (1989). The effects of reading and writing upon thinking critically.  Reading Research Quarterly,  24, 134-173.

  *O'Flahavan, J. F., Hartman, D. H., & Pearson, P. D. (1988). Teacher questioning and feedback practices: A twenty-year retrospective.  In J. E. Readence & R. S. Baldwin (Eds.), Dialogues in Literacy Research, Thirty-seventh Yearbook of the National Reading Conference (pp. 183-208).  Chicago, IL: National Reading Conference.

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Curriculum Vitae

Curriculum Vitae

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