Alisa Hindin specializes in literacy development and instruction. Her research interests include teacher preparation in literacy, home-school partnerships and literacy, reading fluency, struggling readers, and family literacy. Her most recent research examines the relationship between a home reading intervention and children's reading performance. Dr. Hindin works with teachers and families to improve children's home and school reading experiences and to build stronger connections between the home and school.
- Ed.D., Boston University, 2001
- MA, Tufts University, 1993
- BA, George Washington University, 1992
- Mueller, M. F. & Hindin, A. (2017). Nurturing Your Child's Math and Literacy in Pre-K to Fifth Grade: The Family Connection. Lanham, MD: Rowman & Littlefield.
- Hindin, A. & Mueller, M. F. (2016). Getting parents on board: Partnering to increase math and literacy achievement, K-5. NY: Routledge.
- Hindin, A., Steiner, L. & Dougherty, S. (2017). Building our capacity to forge successful home-school partnerships: Programs that support and honor the contributions of families. Childhood Education, 93(1), 10-19.
- Hindin, A. & Mueller, M. F. (2016). Creating home-school partnerships: Examining urban and suburban teachers' practices, challenges, and educational needs. Teaching Education, 27(4), 427-445.
- Hindin, A. & Mueller, M. F. (2016). Assessing and understanding teacher candidates' dispositions towards and knowledge of parent involvement. The Teacher Educator, 51, 9-32.
- McFadden, L. B., & Hindin A. (2012). Utilizing self-assessment and supervisors' assessment to enrich understanding of teacher candidates' performance in the field. Teacher Education and Practice, 25(3), 442-457.
- Mueller, M., & Hindin, A. (2011). An analysis of the factors that influence preservice elementary teachers' developing dispositions about teaching all children. Issues in Teacher Education. 20(1), 17-35.
- Hindin, A. (2010). Linking home and school: Teacher candidates' believes and experiences. The School Community Journal, 20(2), 73-90.
- Hindin, A. (2018). Engagement, Motivation, Self-Regulation and Readiness. In C. Cassano & S. Dougherty (Eds.) Pivotal Research in Early Literacy (pp. 160-180). Guilford Press.
- Hindin, A. & Paratore, J. R. (2015). Supporting parents as valuable partners in their children's literacy. In K. Wood, J. R. Paratore, B. Kissel, & R. McCormick (Eds.) What's new in literacy teaching? Weaving together time-honored practices with new research. (pp. 127-137). Newark, DE: International Reading Association.
- Mitchel, L. Z., Hindin, A., Moonan, L. (2010). Learning for all: Inquiry into transfer theory at a PDS. In I. Guadarrama, J. Ramsey, & J. Nath (Eds.). Investigating University School Partnerships: A volume of research in professional development schools (pp. 209-232). Charlotte, NC: Information Age Publishing, Inc.
- Hindin, A. (2008). Meaning making with special education students. In C. C. Morocco, C. M. Aguilar, C. J. Bershad (Au.) Supported literacy for adolescents: Transforming teaching and content learning for the 21st Century (pp.116-130). San Francisco, CA: Jossey-Bass.
- Mitchel, L. Z., & Hindin, A. (2008). Linking theory and practice: Teaching methods classes in professional development schools. In I. Guadarrama, J. Ramsey, & J. Nath (Eds.) University and school connections: Research studies in professional development schools (pp. 3-26). Charlotte, NC: Information Age Publishing, Inc.