Division of Curriculum and Teaching
Rita S. Brause
|Professor and Associate Dean for Academic Affairs
Starting out as a NYC public middle school English teacher, Dr. Brause’s career has evolved in directions that constantly amaze and challenge her. She is currently the Associate Dean for Academic Affairs and Professor with responsibilities for advanced literacy and research courses in Curriculum and Teaching and Contemporary Learning and Interdisciplinary Research (CLAIR). Highlights among her experiences include participating as a middle school Reading teacher, a mentor teacher to student teachers and neophyte colleagues, a researcher of language and its role in learning, and a consultant to school districts.
Being resilient, stubborn, and optimistic are qualities that have served to enable her to achieve many goals. She believes success as a teacher and a researcher requires constant reflection and revision --- never do the samething twice ---- there are always ways to improve. Across the many years she has been at Fordham, she has consistently found that she was supported in her many endeavors, exploring new fields, methodologies, and stances. When adopting an ethnographic stance that she frequently does, she is awed by the complexities of our daily engagements, and challenged to assist others in entering into the same worlds.
Some of her favorite activities are being with friends, getting lost in a book, walking in NYC or any place in the world, and preparing unfamiliar foods found at the green market.
B.S., English Education, New York University
M.A., Communications in Education: Media and Reading, New York University
Ed.D., Language Education, New York University
Classroom interactions and learning
Ethnography: studying cultures and interactions
Language choices in diverse settings including narrative analysis
Language development [spoken and written language – birth-old age – L1 and L2]
Writing as evidence of learning
Brause, R.S. (2014). Innovative teaching supports in diverse classroom settings. American Educational Research Association. (Chair of session.) Philadelphia, PA.
Brause, R.S. (2013). Teacher professional development: Impact on teacher practices and student learning. American Educational Research Association (Division K, Roundtable Chair). San Francisco, CA.
Brause, R.S. (2013). Building relationships and raising expectations with diverse students. American Educational Research Association (Division K, Paper Session Chair). San Francisco, CA.
Brause, R.S. (2010). Middle level education through the window of a writer’s workshop: Developmentally responsive education. In M.K. Malu (ed.) Handbook of research in middle level education: Voices from the middle: Narrative inquiry by, for, and about middle level community. Charlotte, NC: Information Age Publishing (IAP).
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., Donohue, C.P., & Ryan, A.W. (2004). Problem-based activity in teacher education: A preliminary study. American Educational Research Association SIG Newsletter.
Brause, R.S., Feola, D. A., & Malu, K.M. (2003). A critical conversation about using pseudonyms for research participants. Journal of Reading Educators, 28(2).
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. RoutledgeFalmer/Taylor & Francis. (Re-printed 1998.) [Also available as an e-book.]
Representative service within Professional Associations
- Division C: Member, Sylvia Scribner Award Committee
- Divisions G: Paper Reviewer and Session Chair
- Divisions K: Paper Reviewer and Session Chair
- SIG (Special Interest Group): Developmental Psycholinguistics Program Chair
- Chair, Commission on Reading
- Chair, CEE Washington, DC Conference
- Chair, CEE Nominating Committee
- Journal manuscript reviewer
- Member – Standing Committee on Research
- NCATE folio reviewer
- Task Force member – College English and English Education
- Case studies of Hispanic High School Students and Drop-Outs (funded by the Ford Foundation)
- Classroom Communicative Competence (funded by the U.S. Department of Education)
- Enduring Schools (funded by Fordham University)
- Project ADEPT – Achieving and Developing English Proficiency with Technology (funded by the U.S. Department of Education)
Membership in Honorary Societies
- Harvard University faculty post as an Associate in Education
- James Britton Award for Teacher Research
- National Council of Teachers of English – Promising Research Award
- Alpha Upsilon Alpha (Literacy Honor Society)
- Kappa Delta Pi
- Phi Delta Kappa
Our youth endure schooling. Having immersed herself in those settings, Dr. Brause is committed to changing oppressive experiences into transformative ones. Starting as a New York City middle school English teacher, she sustains those connections by conducting research and consulting with doctoral students and colleagues typically using 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. Currently, she is seeking to understand more about charter schools, new technologies and literacies, and teacher education as a case of the teaching-learning process in general.