4-2 | Contributors

Contributors

Lynn E. Cohen is Associate Professor in the Department of Special Education and Literacy at Long Island University. Her research interests include young children’s language development, literacy learning, and early-childhood environments. Cohen founded the Play, Policy, and Practice Interest Forum of the National Association for the Education of Young Children and is a member of the executive committee of The Association for the Study of Play, and a coeditor of Play: A Polyphony of Research, Theories, and Issues, volume twelve of TASP’s Pay & Culture Studies series. She has contributed to numerous publications, including Early Childhood Education Journal, Early Childhood Today, Educational Studies, and Reading Horizons Journal.

Thomas S. Henricks is Distinguished University Professor at Elon University. He established the sociology major and developed the Faculty Resource Center at Elon and served as dean of the social sciences department and associate dean of the university. His research interests include social theory, modernization and change, popular culture, social stratification, race and ethnic relations, and particularly play and sport. His publications include Disputed Pleasures: Sport and Society in Preindustrial England; Play Reconsidered: Sociological Perspectives on Human Expression; and Selves, Societies, and Emotions: Understanding the Pathways of Experience (2012).

Samira Kawash is Professor Emerita in Women’s and Gender Studies at Rutgers University. She is the author of Dislocating the Color Line: Identity, Hybridity, and Singularity in African-American Narrative and has contributed articles to the Journal of American Culture, Public Culture, PAJ, and other journals. She has also contributed chapters to Frantz Fanon: Critical Perspectives; The New Economic Criticism: Studies at the Intersection of Literature and Economics; and Passing and the Fictions of Identity. She is working currently on a book about the cultural history of candy in twentieth-century America.

Kathleen Roskos is Professor of Education at John Carroll University and has served as director of the Ohio Literacy Initiative at the Ohio Department of Education. She is coeditor of Play and Literacy in Early Childhood: Research from Multiple Perspectives and coauthor of Designing Professional Development in Literacy: A Framework for Effective Instruction (Solving Problems in the Teaching of Literacy) and Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies. She has also contributed chapters to numerous books and articles to the Journal of Early Childhood Literacy, Reading Research and Instruction, Language Arts, and Young Children. James F. Christie is Professor of Social and Family Dynamics at Arizona State University. He has published scores of articles and book chapters and is the author, coauthor, or editor of more than fifteen books, including Helping Young Children Learn Language and Literacy: Birth through Kindergarten; Teaching Language and Literacy: Preschool through the Elementary Grades; Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development; and Play and Early Childhood Development. Christie has presented papers internationally and served in various editorial capacities for a number of scholarly journals, including Reading Research Quarterly.