Dr. Brauser is a Professor of Education. Knowing our society’s youth are frequently “Enduring Schools,” she has been committed to transforming those experiences. Starting as a New York City middle school English teacher, and continuing her connection to students, classrooms, and schools, she conducts research and consult with settings individually, with colleagues, and with doctoral students. Her research approaches typically use qualitative, ethnographic, and hypothesis-generating lenses. Her participation in professional organizations includes conference chair and executive board memberships in the NCTE Conference on English Education, Chair of the NCTE Standing Committee on Reading, and frequent national and international conference presentations. She continues to be energized and optimistic about contributing to schooling as a positive experience for students and teachers. At this writing, she is seeking to understand more about issues such as charter schools, new technologies, the teaching-learning connection in general and teacher education in particular.
Ed.D., New York University
M.A., New York University
B.S., New York University
Post-doctoral Studies – Harvard Graduate School of Education
Language Development (Spoken and Written), Literacy Education, Teaching/Learning, Teacher Research.
Brause, R.S., Lee, S., & Moliterno, A. (2008). Teaching for childhood reading/literacy engagements: curricular concepts, contexts, and challenges. In S. Kucer (ed.) What research really says about teaching and learning to read. Mahwah, NJ: Lawrence Erlbaum/RoutledgeFalmer & Urbana, IL: National Council of Teachers of English.
Brause, R. S., & Mayher, J. S. (2003). Who really goes to school? Teaching and learning for the students we really have. In J. Squire, J. Flood, J. Jensen, & D. Lapp (eds.) The handbook of research in the teaching of the English language arts (2nd ed.) Mahwah, NJ: Lawrence Erlbaum Associates.
Brause, R. S., Donohue, C. P., & Ryan, A. W. (2002). Succeeding at your interview: A practical guide for teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
Brause, R. S. (2002). Professional development: A sociocultural perspective. In D. A. Feola & R. A. Connolly (eds.) Changing teachers or teachers changing? Multiple lenses on professional development. Dubuque, IA; Kendall/Hunt.
Brause, R. S. (2001). Trends and issues in reading instruction. In D. Allender (ed.) Trends and issues in English education. Urbana, IL: National Council of Teachers of English
Brause, R. S. (2000). Writing your doctoral dissertation. New York: RoutledgeFalmer Press. [Also available as an e-book.]
Brause, R. S., (1992). Enduring schools: Problems and possibilities. New York: RoutledgeFalmer/Taylor & Francis.
Brause, R.S., & Mayher, J. S. (Eds.) (1991). Search and re-search: What the inquiring teacher needs to know. 1991. RoutledgeFalmer/Taylor & Francis. (Re-printed 1998.) [Also available as an e-book.]
Language Development – Processes and Content – Birth – Adult
Literacy as a Tool for Learning
Instructional Strategies for Student Learning
Assessment and Instruction in Reading and Writing