Arthur N. Applebee

 Arthur  N. Applebee
Arthur  N. Applebee
Arthur N. Applebee (Ph.D., University of London). Since his seminal history of the teaching of English in 1974, Arthur Applebee has been nationally recognized as a leading authority on English language arts. His studies focus on how children and adults learn the many specialized forms of language required for success in school subjects, life, and work. In 1998, he received the David A. Russell Award for Distinguished Research in the Teaching of English from the National Council of Teachers of English (NCTE) for his book Curriculum as Conversation: Transforming Traditions of Teaching and Learning, a reconceptualization of the role of curriculum in American schools and colleges. Applebee has also examined the development of story-telling skills among children. He has experience in program evaluation, high school teaching (English and drama) and clinical assessment and treatment of children with severe reading problems.

Applebee is Distinguished Professor of education at the University at Albany, State University of New York, and director of the Center on English Learning & Achievement (CELA).

Applebee is a long-time advisor to the National Assessment of Educational Progress (NAEP) and has coauthored some 14 National Assessment reports on student achievement in American schools. He is called on by policymakers at the national, state, and district levels to advise on effective approaches to curriculum, instruction, and assessment. A former editor of Research in the Teaching of English and a past president of the National Conference on Research in Language and Literacy, he has also been a Fellow and Scholar in Residence, Rockefeller Foundation, Bellagio, Italy. Applebee was elected to the International Reading Hall of Fame in 2004. He was also a member of the Validation Committee for the Common Core State Standards (2010).

In addition to Curriculum as Conversation, his books include The Child's Concept of Story: Ages Two to Seventeen; Literature in the Secondary School: Studies of Curriculum and Instruction in the United States; Writing in the Secondary School: English and the Content Areas; Contexts for Learning to Write: Studies of Secondary School Instruction and Tradition and reform in the Teaching of English: A History. He has also published more than 80 reports, articles, and book chapters.