Michael J. Kieffer (He/Him) studies the language and literacy development of students from linguistically diverse backgrounds. A former middle school teacher, he aims to conduct research that can inform instruction and policy to improve the reading outcomes of students in urban schools, especially adolescent English learners and bilingual students. He has published 45 articles, including longitudinal studies of the reading and language development of English learners, experimental evaluations of academic vocabulary instruction, and secondary analyses of large longitudinal datasets. He collaborates widely with colleagues in other disciplines, including developmental psychology, applied statistics, special education, and educational policy. His research has received funding and awards from the Institute of Education Sciences (IES), Spencer Foundation, American Educational Research Association, and the International Reading Association
With a $1.4 million grant from the IES, he currently leads a mixed-methods, experimental study on whether and how heterogeneous grouping affects English learners' language, reading, and social network development. He is also an investigator on the $10-million IES-funded National Research and Development Center for English Learners, where he leads a strand of research on policies and system-level practices that constrain or enhance secondary English learners' access to the general curriculum. He also serves on the leadership team for NYU's IES-funded Predoctoral Interdisciplinary Training program. Prospective doctoral students are encouraged to check out this unique program and if interested, express that interest in their applications.
Build on your experience as a teacher to become a literacy specialist and integrate the teaching of reading and writing into your curriculum or research.
Foster classroom environments where literacy flourishes, reading comes alive, and students develop personally and socially significant ideas.