Mark A. Lewis, PH.D.
Assistant Professor of Literacy Education
Teacher Education Department
Loyola University Maryland
School of Education
4501 North Charles Street
Beatty Hall 121-8
Baltimore, Maryland 21210
Ph.D. University of Colorado at Boulder, Curriculum & Instruction – Literacy Studies
M.A. Northern Arizona University, English Studies
M.Ed. Northern Arizona University, Secondary Education
B.A. Christian Brothers University, English
Mark Lewis has research interests in evocative and imaginative frameworks for reading and telling stories both in and out of secondary language arts classrooms. He also examines critical and sociocultural conceptions of adolescence and young adult literature, and how these conceptions influence secondary language arts pedagogy. He currently teaches undergraduate and graduate courses in Loyola’s literacy education program, and previously taught middle school language arts and English as a second language in Arizona.
Petrone, R., & Lewis, M.A. (in press). Deficits, therapists, and a desire to distance: secondary English pre-service teachers' reasoning about their future students. English Education.
Lewis, M.A., & Petrone, R. (2010). Although adolescence need not be violent…”: Pre-service teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent & Adult Literacy, 53, 398-407.
Iverson, H.L., Lewis, M.A, & Talbot, R.M. (2008). Building a framework for determining authenticity of instructional tasks within teacher education programs. Teaching and Teacher Education, 24, 290-302.
National Council of Teachers of English
Conference on English Education
American Educational Research Association