Catherine Compton-Lilly is an Associate Professor in Curriculum and Instruction at the University of Wisconsin Madison. Dr. Compton-Lilly teaches courses in literacy studies and works with professional development schools in Madison. Among the books she has edited or authored are: Reading Families: The Literate Lives of Urban Children (Teachers College Press, 2003), Rereading Families (Teachers College Press, 2007), and Reading Time: The literate lives of urban secondary students and their families (Teachers College Press, 2012). In these books she describes her experiences in following eight of her former first grade students through middle school. She is currently writing about the high school experiences of these same students. Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, Journal of Early Childhood Literacy, The Reading Teacher, and Language Arts. Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time. Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. In a ongoing study, Dr. Compton-Lilly is working with a team of graduate students to follow fifteen children from immigrant families from primary school through high school. Catherine Compton-Lilly is currently the editor-in-chief of Networks: An Online Journal for Teacher Research.
Time in education: Intertwined dimensions and theoretical possibilities, Catherine Compton-Lilly, Time & Society, 2015
The Development of Writing Habitus: A Ten-Year Case Study of a Young Writer, Catherine Compton-Lilly, Written Communication, 1–33 2014 SAGE Publications.
The Temporal Expectations of Schooling and Literacy Learning, Catherine Compton-Lilly, Journal of Adolescent & Adult Literacy 56(5) February 2013
Literacy and Schooling in One Family across Time, Catherine Compton-Lilly, Research in the Teaching of English Volume 45, Number 3, February 2011
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