Douglas Fisher, Ph.D.

  • Professor & Department Chair
  • Educational Leadership

Contact

  • Fisher, D., & Frey, N. (2015). Don't just gather data – use it. Educational Leadership, 73(3), 80-82.
  • Fisher, D., & Frey, N. (2015). Fostering critical thinking about texts. Educational Leadership, 73(1), 82-84.
  • Fisher, D., & Frey, N. (2015). Students as co-teachers. Educational Leadership, 73(4), 84-85.
  • Fisher, D., & Frey, N. (2015). Hope-building schools. Educational Leadership, 73(2), 80-81.
  • Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. Alexandria, VA: ASCD.
  • Gallagher, T.L., Fisher, D., Lapp, D., Rowsell, J., Simpson, A., Scott, R.M., Walsh, M., Ciampa, K., & Saudelli, M.G. (2015). International perspectives on literacy learning with iPads. Journal of Education, 195(3), 15-26.
  • Fisher, D., & Frey, N. (2016). Checking for understanding digitally during content area learning. The Reading Teacher, 69(3), 281-286.
  • Fisher, D., & Frey, N. (2016). Getting better every year. Educational Leadership, 73(8), 85-88.
  • Fisher, D., & Frey, N. (2016). Has our instruction made a difference? Educational Leadership, 73(7), 82-83.
  • Fisher, D., & Frey, N. (2016). Improving adolescent literacy: Content area strategies at work (4th ed.). Boston, MA: Pearson.
  • Fisher, D., & Frey, N. (2016). Increased expectations, widening gaps, and opportunities to engage students. Literacy Research and Instruction, 55, 114-117.
  • Fisher, D., & Frey, N. (2016). Power plan: High school fine-tunes instruction to build reading strength and stamina. Journal of Staff Development, 37(2), 12-17.
  • Fisher, D., & Frey, N. (2016). Setting clear learning purposes for ELLs. Educational Leadership, 73(5), 84-85.
  • Fisher, D., & Frey, N. (2016). Systems for teaching complex tests: A proof-of-concept investigation. The Reading Teacher, 69, 403-412.
  • Fisher, D., & Frey, N. (2016). The missing pieces of college and career readiness. Principal Leadership, 16(7), 36-41.
  • Fisher, D., & Frey, N. (2016). Transfer goals for deeper learning. Educational Leadership, 73(6), 80-81.
  • Fisher, D., & Frey, N. (2016). Using questions to drive inquiry. Journal of Adventist Education, 78(3), 11-13.
  • Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy: Implementing the practices that work best to accelerate student learning. Thousand Oaks, CA: Corwin.
  • Fisher, D., Frey, N., & Hite, S.A. (2016). Intentional and targeted teaching: A framework for teacher growth and leadership. Alexandria, VA: ASCD.
  • Fisher, D., Frey, N., & Lapp, D. (2016). Text complexity: Stretching readers with texts and tasks. Thousand Oaks, CA: Corwin.
  • Hattie, J., Fisher, D., & Frey, N., (2016). Do they hear you? Educational Leadership, 73(7), 16-21.
  • Echevarria, J., Frey, N., & Fisher, D. (2015). What it takes for English learners to succeed. Educational Leadership, 72(6), 22-27.
  • Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.). Alexandria, VA: ASCD.
  • Fisher, D., & Frey, N. (2014). Closely reading informational texts in the primary grades. The Reading Teacher, 68, 222-227.
  • Fisher, D., & Frey, N. (2014). Conversational moves. Educational Leadership, 72(3), 84-85.
  • Fisher, D., & Frey, N. (2014). Designing relevant learning. Educational Leadership, 72(1), 77-78.
  • Fisher, D., & Frey, N. (2014). Making the most of field studies. Principal Leadership, 15(1), 64-67.
  • Fisher, D., & Frey, N. (2014). Midcourse corrections. Educational Leadership, 72(2), 80-81.
  • Fisher, D., & Frey, N. (2014). Speaking volumes. Educational Leadership, 72(3), 18- 23.
  • Fisher, D., & Frey, N. (2014). STEM for citizenship. Educational Leadership, 72(4), 86-87.
  • Fisher, D., & Frey, N. (2014). Contingency teaching during close reading. The Reading Teacher, 68, 277-286.
  • Fisher, D., & Frey, N. (2015). Best practices for comprehension instruction in the secondary classroom. In S.R. Parris & K. Headley (Eds.), Comprehension instruction: Research-based best practices (3rd ed., pp. 253-265). New York: Guilford.
  • Fisher, D., & Frey, N. (2015). Best practices in adolescent literacy instruction. In L.B. Gambrell & L.M. Morrow (Eds.), Best practices in literacy instruction (5th ed., pp 149-168). New York: Guilford.
  • Fisher, D., & Frey, N. (2015). Creating a stimulating learning environment. Principal Leadership, 15(7), 58-59.
  • Fisher, D., & Frey, N. (2015). Diving in: Help students get to the bottom of close reading and complex texts. Principal, 8-12.
  • Fisher, D., & Frey, N. (2015). Feedback for teacher growth. Principal Leadership, 15(9), 52-59.
  • Fisher, D., & Frey, N. (2015). Focus drives school improvement. Educational Leadership, 72(5), 77-78.
  • Fisher, D., & Frey, N. (2015). Improve reading with complex texts. Kappan, 96(5), 56- 61.
  • Fisher, D., & Frey, N. (2015). Laying the groundwork for teacher feedback. Educational Leadership, 72(7), 84-85.
  • Fisher, D., & Frey, N. (2015). Meaningful vocabulary learning. Educational Leadership, 72(6), 77-78
  • Fisher, D., & Frey, N. (2015). Revisiting content area literacy instruction. Principal Leadership, 15(6), 54-56.
  • Fisher, D., & Frey, N. (2015). Selecting text and tasks for content area reading and learning. The Reading Teacher, 68, 524-529.
  • Fisher, D., & Frey, N. (2015). Teacher modeling using complex informational texts. The Reading Teacher, 69, 63-69.
  • Fisher, D., & Frey, N. (2015). Three lessons about going digital. Educational Leadership, 72(8), 79-81.
  • Fisher, D., & Frey, N. (2015). Unstoppable learning: Seven essential elements to unleash student potential. Bloomington, IN: Solution Tree.
  • Fisher, D., & Frey, N. (2015). Setting the stage for 21st century learning. Newark, DE: International Reading Association.
  • Fisher, D., Aguirre, M., & Frey, N. (2014). Teacher evaluation. In S.B. Wepner, D.S. Strickland, & D.J. Quatroche (Eds.), The administration and supervision of reading programs (5th ed.) (pp. 113-123). New York: Teachers College Press.
  • Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2015). 50 instructional routines to develop content literacy (3rd ed.). Boston: Pearson.
  • Fisher, D., Frey, N., & Gonzalez, A. (2014). Teaching with tablets. Principal Leadership, 15(4), 55-57.
  • Fisher, D., Frey, N., & Lapp, D. (2015). Learning cycles that deepen students’interactions with text. Voices from the Middle, 22(4), 15-19.
  • Fisher, D., Frey, N., Anderson, H., & Thayre, M. (2015). Text-dependent questions: Pathways to close and critical reading, grades 6-12. Thousand Oaks, CA: Corwin.
  • Fisher, D., Frey, N., Anderson, H., & Thayre, M. (2015). Text-dependent questions: Pathways to close and critical reading, grades K-5. Thousand Oaks, CA: Corwin.
  • Grant, M., Fisher, D., & Lapp, D. (2015). Reading and writing in science: Tools to develop disciplinary literacy (2nd ed.). Thousand Oaks, CA: Corwin.
  • Lapp, D., Fisher, D., Frey, N., & Gonzalez, A. (2014). Students can purposefully create information, not just consume it. Journal of Adolescent & Adult Literacy, 58, 182-188.
  • Wolsey, T.D., Lapp, D., & Fisher, D. (2014). Digital texts as sources for novice writers. In K.E. Pytash & R.E. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 261-275). Hershey, PA: Information Science Reference.

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