Douglas Fisher, Ph.D.

Douglas Fisher

Department Chair & Professor
Department of Educational Leadership

SDSU

Email

Primary Email: [email protected]

Phone/Fax

Primary Phone: 619-594-1338
Fax: 619-594-3825

Building/Location

North Education - 162C
Mail Code: 1190

Website Links

Bio

Professional Biography

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University. Doug is a credentialed teacher and administrator in California. He has published over 250 books, chapters, and articles focused on school improvement and was elected into the Reading Hall of Fame in 2022.

Personal Biography

Doug has lived in the San Diego area his entire life. In his spare time, he enjoys reading, traveling, and staying healthy through running and yoga. He loves being an educator and hopes to share that passion with others.

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Education

  • Ph.D. San Diego State University / Claremont Graduate
    University Joint Doctoral Program Emphasis: Multicultural
    Education / Research Methods Granted: December, 1995
  • E.M.B.A. Peter F. Drucker Management Center of the Claremont Graduate School Emphasis: Executive Certificate, Management Process Granted: March, 1995
  • M.P.H. San Diego State University Major: Public Health Epidemiology and Biostatistics Minor: Quantitative Research Methods Granted: August, 1992
  • B.A. San Diego State University Major: Language Acquisition and Structure Granted: May, 1990
  • Credentials Held: Administrative Services, Single Subject English, Early Intervention Specialist

Areas of Specialization

  • Literacy
  • Leadership
  • School Improvement

Awards & Honors

  • Reading Hall of Fame, 2022
  • SDSU Award for Outstanding Faculty Contribution (The Monty),
    2017
  • William S. Grey Citation of Merit, International Literacy
    Association, 2016
  • Adolescent Literacy Thought Leader, International Literacy
    Association, 2016
  • Book of the Year (Unstoppable Learning), Finalist in Education,
    Foreword INDIEFAB, 2016
  • ACSA Administrator of the Year, Professor of Education, 2015
  • Outstanding Faculty Award, Department of Educational
    Leadership, 2014, 2015
  • Exemplary Leader, Conference on English Leadership, NCTE,
    2014
  • Assessment and Remediation Award, Academy of Educational
    Publishers, 2012
  •  Innovation Award, Academy of Educational Publishers, 2011
  •  Farmer Award for Excellence in Writing, National Council of
    Teachers of English, 2004
  • Christa McAuliffe Award for Excellence in Teacher Education,
    2003

Publications

  • Fisher, D., Frey, N., Hattie, J., Corrigan, O., (2023). Kids Come in All Languages, Corwin.
  • Fisher, D., Frey, N., Hattie, J., Ortega, S., (2023). Teaching Students to Drive Their Learning, Corwin.
  • Fisher, D., Frey, N., (2023). Vocabulary Playbook, Corwin.
  • Frey, N., Fisher, D., Almarode, J., (2023). How Scaffolding Works, Corwin.
  • Thunder, K., Almarode, J., Demchak, A., Fisher, D., Frey, N., (2022). The Early Childhood Education Playbook, Corwin.
  • Fisher, D., Frey, N., Lapp, D., (2022). Teaching Reading Playbook, Corwin.
  • Almarode, J., Fisher, D., Frey, N., (2022). How Feedback Works, Corwin.
  • Fisher, D., Frey, N., Lassiter, C., Smith, D., (2022). Leader Credibility, Corwin.
  • Faddis, T., Fisher, D., Frey, N.,(2022). Collaborating Through Collective Efficacy Cycles, Corwin.
  • Frey, N., Fisher, D., Smith, D., (2022). The Social-Emotional Learning Playbook, Corwin.
  • Smith, D., Fisher, D., Frey, N.,(2022). The Restorative Practices Playbook, Corwin.
  • Lassiter, C., Fisher, D., Frey, N., Smith, D., (2022). How Leadership Works, Corwin.
  • Fisher, D., Frey, N., (2021). Better Learning Through Structured Teaching, 3rd ed., ASCD.
  • Almarode, J., Fisher, D., Frey, N., (2021). How Learning Works, Corwin.
  • Frey, N., Fisher, D., Almarode, J., (2021). How Tutoring Works, Corwin.
  • Hattie, J., Fisher, D., Frey, N., Clarke, S., (2021). Collective Student Efficacy, Corwin.
  • Fisher, D., Frey, N., Smith, D., Hattie, J., (2021). Rebound, Corwin.
  • Fisher, D., Frey, N., Smith, D., (2021). Leading the Rebound, Corwin.
  • Almarode, J., Fisher, D., Thunder, K., Frey, N., (2021). The Success Criteria Playbook, Corwin.
  • Smith, D., Fisher, D., Frey, N., (2021). Removing Labels, Corwin.
  • Fisher, D., Frey, N., Hattie, J., Almarode, J., Bustamante, V., (2020). Great Teaching by Design, Corwin.
  • Frey, N., Fisher, D., Almarode, J., (2020). Student Learning Communities, ASCD.
  • Fisher, D., Frey, N., Hattie, J., Smith, D., (2020). The Distance Learning Playbook for School Leaders, Corwin.
  • Fisher, D., Cultures of Dignity, Frey, N., Hattie, J., (2020). The Distance Learning Playbook for Parents, Corwin.
  • Fisher, D., Frey, N., Hattie, J., (2020). The Distance Learning Playbook, Corwin.
  • Fisher, D., Frey, N., Law, N., (2020). Comprehension, Corwin.
  • Fisher, D., Frey, N., Smith, D., (2020). The Teacher Credibility and Collective Efficacy Playbook, Corwin.
  • Fisher, D., Frey, N., Almarode, J., Nagle, D., Flories, K., (2020). The PLC+ Activator’s Guide, Corwin.
  • Fisher, D., Frey, N., Hattie, J., Stern, J., (2020). Visible Learning for Social Studies, Corwin.
  • Fisher, D., & Frey, N. (2022). Setting goals that work. Educational Leadership, 80(2), 74- 75.
  • Fisher, D., & Frey, N. (2022). Making sure teachers know they matter. Educational Leadership, 80(2), 72-73.
  • Fisher, D., & Frey, N. (2022). Community circles build restorative school cultures. Educational Leadership, 80(1), 74-75.
  • Fisher, D., & Frey, N. (2022). Co-constructing success criteria. Educational Leadership, 79(8), 72-73.
  • Fisher, D., & Frey, N. (2022). Getting great at feedback. Educational Leadership, 79(7), 74-75.
  • Fisher, D., & Frey, N. (2022). Rebound: Turning our attention to acceleration. Language, 21(7), 23-26.
  • Fisher, D., & Frey, N. (2022). Are you communicating high expectations? Educational Leadership, 79(6), 74-75.
  • Fisher, D., Frey, N., Hattie, J., & Smith, D. (2021). Leading the rebound. Principal Connections, 25(2), 20-22.
  • Fisher, D., & Frey, N. (2021). New thinking about student engagement. Educational Leadership, 79(4), 76-77.
  • Fisher, D., & Frey, N. (2021). Rebuilding teacher efficacy. Educational Leadership, 79(3), 76-77.
  • Fisher, D., & Frey, N. (2021). Leaders: Don't steal the conflict. Educational Leadership, 79(2), 74-75.
  • Fisher, D., Frey, N., & Lapp, D. (2021). Veteran teachers’ understanding of “balanced literacy.” Journal of Education. https://doi.org/10.1177/00220574211025980
  • Fisher, D., & Frey, N. (2021). Why do students disengage? Educational Leadership, 79(1), 76-77.
  • Frey, N., Fisher, D., & Ortega, S. (2021). See it, say it. Language Magazine. https://www.languagemagazine.com/2021/04/13/see-it-say-it/
  • Fisher, D., & Frey, N. (2021). A distance learning instructional framework for early literacy. The Reading Teacher, 74(6), 827-831.
  • Fisher, D., & Frey, N. (2021). Retellings as formative assessment. Educational Leadership, 78(7), 76-77.
  • Fisher, D., & Frey, N. (2021). Lessons from pandemic teaching for content area learning. The Reading Teacher, 74, 341-345.
  • Fisher, D., & Frey, N. (2021). Collaborative learning for equity. Educational Leadership, 78(6), 78-79.
  • Fisher, D., & Frey, N. (2020). Taking formative assessment virtual. Educational Leadership, 78(5), 74-75.
  • Fisher, D., & Frey, N. (2020). Regaining “compassion satisfaction.” Educational Leadership, 78(4), 1–4.
  • Fisher, D., & Frey, N. (2020). Direct instruction in early reading. Educational Leadership, 78(3), 76-77.
  • Fisher, D, & Frey, N. (2020). Three lessons learned about distance learning. The California Reader, 53(3), 23-25.
  • Fisher, D., & Frey, N. (2020). Helping students cope with the pandemic. Educational Leadership, 78(2), 76-77.
  • Fisher, D., & Frey, N. (2020). Time for competency-based grading. Educational Leadership, 78(1), 86-87.
  • Fisher, D., Frey, N., & Amador, O. (2020). Clear benefits. Principal, 99(6), 42-43.
  • Fisher, D., Frey, N., & Almarode, J. (2020). Student learning communities as builders of collective efficacy. Reading Psychology, DOI: 10.1080/02702711.2020.1783139
  • Fisher, D., & Frey, N. (2020). No instructional minute wasted. Educational Leadership, 77(9), 56-60.
  • Frey, N., & Fisher, D. (2020). Across reading domains: What to look for in a balanced literacy classroom. Principal, 99(5), 42-43.
  • Fisher, D., & Frey, N. (2020). For complex texts, the brain prefers paper. Educational Leadership, 77(8), 84-85.
  • Fisher, D., & Frey, N. (2020). The skill, will, and thrill of comprehending content area texts. The Reading Teacher, 73, 819-824. Wright, J.,
  • Fisher, D., & Frey, N. (2020). Reflective writing in a principal preparation program. Journal of School Administration Research and Development, 5, 18-23.
  • Fisher, D., & Frey, N. (2020). Take a closer look at close reading. Educational Leadership, 77(7), 82-83.
  • Fisher, D., & Frey, N. (2020). Make deliberate practice part of your classroom routine. Journal of Adolescent & Adult Literacy, 63, 593-596.
  • Fisher, D., & Frey, N. (2020). The skill, will, and thrill of reading comprehension. Educational Leadership, 77(5). Available at www.ascd.org/0220fisher
  • Fisher, D., & Frey, N. (2020). Using language to learn. Educational Leadership, 77(5), 86-87.
  • Fisher, D., & Frey, N. (2020). Three conditions English learners need to thrive. Educational Leadership, 77(4), 84-85.
  • Fisher, D., & Frey, N. (2020). Social and emotional learning in the English classroom. California English, 25(3), 6-9.
  • 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.