Calfee, Robert
Academic Title
Other Titles
Member of Academic Council
Contact Info
Admin. Support
Research
Robert Calfee is a cognitive psychologist with interests in the effect of schooling on the intellectual potential of individuals and groups. He earned his degrees at UCLA, did post-graduate work at Stanford, and spent five years in Psychology at the University of Wisconsin, Madison. In 1969 he returned to Stanford University to join the School of Education, where he is presently a professor in the Committee on Language, Literacy, and Culture, and the Committee on Psychological Studies. Over the past thirty years Calfee has studied literacy assessment, effective instructional practices for helping all students become competent readers and writers, and methods for assisting schools to become learning communities. Project READ-Plus and The Inquiring School have been implemented in hundreds of schools across the country as model programs. Calfee has conducted workshops and seminars for teachers and administrators from elementary, middle, and high schools, and works directly with teachers and schools to demonstrate innovative techniques. He serves as the chief language arts consultant with the Los Angeles Unified Intern Program, and is the author of Teach Our Children Well (Stanford Alumni Press), which describes his work with schools.
Education
- BA 1959 University of California, Los Angeles
- MA 1960 University of California, Los Angeles
- PhD 1963 University of California, Los Angeles
Recent Publications
Trabasso, T., Massaro, D., & Calfee, R. C. (Eds.) (2005). From orthography to school reform: A Festschrift for Richard Venezky. Matwah NJ: Erlbaum.
Calfee, R. C. (2005). The exploration of English orthography. In T. Trabasso, D. Massaro, & R. C. Calfee (Eds.), From orthography to school reform: A Festschrift for Richard Venezky (pp. 1-20). Matwah NJ: Erlbaum.
Calfee, R. C., & Miller, R. G. (2005). Comprehending through composing: Reflections on reading assessment strategies. In S. Paris and S. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 215-236). Matwah NJ: Lawrence Erlbaum Associates.
Calfee, R. C. (in press). Stretch and exaggerate: Fonics for the fisically fit. Tips from Experts [Pincus]
Miller, R.G., & Calfee, R.C. (2004). Making thinking visible: A method to encourage science writing in upper elementary grades. Science and Children, VV(N), 20-25.
Calfee, R. C., & Miller, R. G. (in press). Breaking ground: Constructing authentic reading-writing assessments. In L. Indrisano and J. Paratore (Eds.), Perspectives on writing. Newark DE: International Reading Association.
Calfee, R. C. (2004). Educational research and NCLB: A view from the past. In J. Carlson & J. R. Levin (Eds.), Scientifically-based education research and federal funding agencies: The case of the No Child Left Behind legislation. (Pp. nn-nn). Greenwich CT: Information Age Publishing.
Larsen, L. R., & Calfee, R. C. (in press). Assessing teacher candidate growth over time: Embedded Signature Assessments, The Clearing House, 78(4), (in press,March/April).
Calfee, R. C. (in press). Educational psychology in the 21st century. In P. Winne & P. Alexander (Eds.), Handbook of educational psychology, 2nd Ed.
Calfee, R. C. (in press) The mind (and heart) of the reading teacher. In J. Hoffman (Ed.), Fifty-third Yearbook of the National Reading Conference.
