Robert J. Tierney

Robert J. Tierney is a Professor Emeritus and Dean Emeritus of the Faculty of Education at the University of British Columbia, an Honorary Professor and immediate Past Dean of the Faculty of Education and Social Work at the University of Sydney and a Visiting Scholar at Beijing Normal University. He has served as a member of the Faculties at the Ohio State University, the University of Illinois, University of Arizona, Harvard University and University of California-Berkeley.

Rob Tierney has published numerous books and scholarly articles focused upon literacy education, teacher development, cross-national educational research, educational assessment and equity. His recent projects include research on global epistemologies and cross-cultural research, digital literacy and meaning making, the nature of educational scholarship across countries, teacher development projects in China and indigenous developments in Australia. He has served as editor of Reading Research Quarterly and an editorial board member to the American Educational Research Journal, Educational Researcher, the British Educational Research Journal, Journal of Literacy Research and Reading Research Quarterly. He has pursued funded research for various US government and Canadian agencies and been engaged in projects for UNESCO in Africa, Children’s Television Workshop, Apple Computer, the World Bank, various foundations and university consortium groups globally, across America and the Asia-Pacific region.

In Canada, he served as the President of the Association of Canadian Deans of Education where he guided the formulation of a National Accord on Teacher Education and a National Accord on Education Research. In Australia, he has been actively involved in national, state and local teacher education, educational research and indigenous efforts including with the Association of Australia Council of Deans of Education and affiliates

During his tenure in the US, he was President of the Literacy Research Association and Chair of the National Assembly of Research for the National Council of Teachers of English. He has been the recipient of a number of international and national awards including the W. S. Gray Award for contributions to literacy education, American Council of Teacher Education Award for contributions to Teacher Education and Beijing Normal University Award for contributions to international research collaborations. In Canada he received an award and lifetime membership in the Association of Canadian Deans of Education for his work.

Publications[]

Books[]

• Tierney, R. J. & Pearson, P. D. (2021) A history of literacy education: waves of research and practice. New York: Teachers College Press.
• Tierney, R. J. & Readence, J. (2005). Reading strategies and practices: A compendium. (6th ed.), Boston: Allyn & Bacon.
• Tierney, R. J., Crumpler, T. Bond, E., and Bertelsen, C. (2003). Interactive assessment: Teachers, students and parents as partners. Norwood, MA: Christopher Gordon Publishers, Inc.
• Tierney, R. J., Carter, M., Desai, L. (1991). Portfolio assessment in the reading writing classroom. Norwood, MA: Christopher Gordon Publishers, Inc.

Articles[]

• Tierney, R. J. (2020) Notes on global reading: critical cultural traversals, transactions and transformations. In Lauren Ila Misiaszek (Ed.) Exploring the Complexities in Global Citizenship Education: Hard Spaces, Methodologies, and Ethics. [Pp. 36-68). New York: Routledge.
• Tierney, R. J. (2018) Toward a model of global meaning making. Journal of Literacy Research, 50, 4. 1–26.
• Tierney, R. J. (2018) Global educational research in western times: the rise and plight of China. Frontiers of Education in China, 13: 2,163-192.
• Tierney, R. J., & Kan, W. (2016) Knowledge mobilization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research. American Educational Research Journal. December 2016, Vol. 53, No. 6, pp. 1759–1791 DOI: 10.3102/0002831216678320
• Beach, R. & Tierney, R. J. (2016) Toward a theory of literacy meaning making within virtual worlds. In S. Israel (Ed) Handbook of Research on Reading Comprehension. Vol. 2. (pp. 135-164). New York: Guilford
• Tierney, R. J. (2011) Multimedia digital engagements by readers and learners. Encyclopedia of Applied Linguistics, Thousand Oaks, California: Sage. Publishing.
• Tierney, R. J. (2009). Literacy education 2.0: Looking through the rear-view mirror as we move ahead. In J. Hoffman & Y. Goodman (Eds.), A historical perspective on the future of reading research, public policy and classroom practices. (pp. 282-300). New York: Routledge.
• Tierney, R.J. (2009). Agency and artistry of meaning makers within and across digital spaces. In Susan Israel and G. Duffy (Eds.) Handbook of Research on Reading Comprehension, (pp. 261-288). New York: Routledge.
• Tierney, Robert J. (2008). Learning with multiple literacies: observations of lives exploring meanings, identities, possibilities, and worlds. In J. Flood, S. B. Heath, & D. Lapp (Eds.). Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts Volume II (pp. 101–108). New York: Taylor & Francis Group.
• Tierney, R. J. (1994). Dissension, tensions and models of literacy. In R. Ruddell, M. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4th Ed.) (pp.1162-1182). Newark: International Reading Association.
• Tierney, R. J. and Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.). Handbook of reading research, Volume II (pp. 246-280). New York: Longman.
• Tierney, R. J. (1990). Redefining reading comprehension. Educational Leadership, March. pp. 37-42.
• McGinley, W. and Tierney, R. J. (1989). Traversing the topical landscape: Reading and writing as ways of knowing. Written Communication. 6, 3, pp. 243-269.
• Tierney, R. J., Soter, A., O'Flahavan, & McGinley, W. (1989). Effects of reading and writing on thinking critically. Reading Research Quarterly, 24, 2. pp. 134-173
• Tierney, R. J. & Rogers, T. (1988). Exploring the cognitive consequences of variations in the social fabric of classroom literacy events. In D. Bloome (Ed.), Learning to use literacy in educational settings: Literacy as a social and cognitive process. Norwood, NJ: Ablex, pp. 250-265.
• Pearson, P. D. & Tierney, R. J. (1984). On becoming a thoughtful reader: Learning to read like a writer. In A. Purves & O. Niles (Eds.), Reading in the Secondary School (pp. 144-193). Chicago: National Society for the Study of Education.
• Tierney, R. J. & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60, 5, May, 568-580.
• Hayes, D. & Tierney, R. J. (1982). Developing readers' knowledge through analogy. Reading Research Quarterly, 17, 256-280.

External links[]

• JSTOR