B.A., New York at Binghamton, 1986
M.A., Syracuse, 1989
Ph.D., California at Berkeley, 1999
Meg Gebhard’s research agenda centers on understanding second language literacy development, teachers’ professional development, and the discourses of educational reform in the United States. Her work is informed by an institutional perspective of second language learning with a focus on analyzing how classroom practices shape and are shaped by the contexts of public schooling in the United States, particularly schools engaged in reform efforts. Her work has appeared in TESOL Quarterly, The Modern Language Journal, Canadian Modern Language Review, Equity and Excellence in Education, Journal of Language, Identity, and Education, Language Arts, Anthropology and Education, Education Leadership, Harvard Letter, and Journal of Staff Development. She serves on the editorial board for TESOL Quarterly and is the co-director of the ACCELA Alliance (Access through Critical Content and English Language Acquisition), a university-school partnership designed to support urban classroom teachers in using a Hallidayan perspective of language and learning to design, implement, and reflect on curriculum and instruction in the context of English-only state mandates and federal legislation such as No Child Left Behind.