Refereed Journal Articles
Juzwik, M.M., VanDerHeide, J., Dunn, M., & Goff, B. (2018). Becoming argumentative writers in (and beyond) the English classroom: Comparing three approaches to teaching argument writing. English in Education. doi: 10.1080/04250494.2018.1505413
VanDerHeide, J., & Juzwik, M. (2018). Argument as conversation: Students responding through writing to significant conversations across time and place. Journal of Adolescent and Adult Literacy, 62, 67-77.
Dunn, M., VanDerHeide, J., Caughlan, S., Northrop, L., Zhang, Y., & Kelly, S. (2018). Tensions in learning to teach English. English Teaching: Practice and Critique, 17, 44-56.
Kelly, S., Zhang, Y., Northrop, L., VanDerHeide, J., Dunn, M., Caughlan, S. (2018). English language arts teachers’ perspectives on schooling: Initial exposure to a teacher education curriculum. Teacher Education Quarterly, 45, 57-86.
Wynhoff Olsen, A., VanDerHeide, J., Goff, B., & Dunn, M. (2018). Examining intertextual connections in written arguments: A study of student writing as social participation and response. Written Communication, 35, 58-88.
VanDerHeide, J. (2018). Classroom talk as writing instruction for learning to make the writing moves of literary arguments. Reading Research Quarterly, 53, 323-344.
Dunn, A., Deroo, M., VanDerHeide, J. (2017). With regret: The genre of teachers’ public resignation letters. Linguistics and Education, 38, 33-43.
VanDerHeide, J., Juzwik, M., & Dunn, M. (2016). Teaching and learning argumentation in English: A dialogic approach. Theory into Practice, 55, 287-293.
Macaluso, K., McKenzie, C., VanDerHeide, J., Macaluso, M. (2016). Constructing English: Pre-service ELA teachers navigating an unwieldy discipline. English Teaching: Practice and Critique, 15, 174-189.
Newell, G. E., VanDerHeide, J., & Wynhoff Olsen, A. (2014). High school English language arts teachers’argumentative epistemologies for teaching writing. Research in the Teaching of English, 49, 95-118.
VanDerHeide, J., & Newell, G. E. (2013). Instructional chains as a method for examining the teaching and learning of argumentative writing in classrooms. Written Communication, 30, 300-329.
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing in school contexts. Reading Research Quarterly, 46, 273-304.
Books
Newell, G. E., Bloome, D., Hirvela, H., (with Lin, Tzu-Jung, VanDerHeide, J., Wynhoff Olsen, A., Buescher, E., Goff, B., Kim, M., Ryu, S., & Weyand, L.). (2015). Teaching and learning argumentative writing in high school: Moving beyond structure. New York: Routledge.
Book Chapters
Juzwik, M. M., VanDerHeide, J., Macaluso, K., Perez, N., Caughlan, S., Macaluso, M., McKenzie, C., & Smith, A. (2016). Constructing literacies in secondary English language arts curriculum: Discourses, histories, ethics. Adolescent Literacy: A Handbook of Practice-based Research. Guilford Press.
Beach, R., Newell, G. E., & VanDerHeide, J. (2015). A sociocultural perspective on writing development. Handbook of writing research, 2nd edition. Guilford Press.
Newell, G. E., VanDerHeide, J., & Wilson, M. (2012). Best practices in teaching informative writing from sources. In Graham, C. A. MacArthur, & J. Fitzgerald (eds.), Best practices in writing instruction (2nd edition). New York: Guilford Press.
