About the Head

Prof SCOTT PARIS Head, Centre for Research in Pedagogy and Practice

Current Appointment Head, Centre for Research in Pedagogy and Practice (CRPP) (since Feb 2009) Previous Appointments Associate Professor-Professor of Education and Psychology, University of Michigan (1978-2008) Assistant-Associate Professor, Purdue University (1973-1978) Assistant Professor, George Peabody College for Teachers (1972-1973) Visiting Professor: Hong Kong Institute of Education (2008) University of Queensland (1991, 1993, 2005) Queensland University of Technology (1998) University of Hawaii (1992, 1993) Flinders University (1985 & 1988) University of Newcastle (1985) University of California Los Angeles (1978) University of Auckland (1977)

Introduction

Prof Scott Paris assumed the position of Head of Centre for Research in Pedagogy and Practice, on 9 February 2009 following a 36-year career at universities in the USA. 

Education

• PhD, Indiana University (1972)
• BA, University of Michigan (1968)

Research Interests

Prof Scott Paris' research has focused on children's memory, literacy, metacognition, and self-regulated learning. His recent research has examined reading assessments for K-6 students, the development of reading comprehension, and children's learning and motivation in museums. He has created educational materials to help children acquire reading strategies, and he has worked extensively with teachers to design instruction and assessment that promotes learning. He has published 12 books 53 book chapters, and 79 journal articles.

Selected Publications

Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.

Paris, A. H., & Paris, S. G. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44.

Paris, S. G. (2002). Perspectives on object-centered learning in museums. Mahwah, NJ: Lawrence Erlbaum Associates.

Paris, S. G. (2005). Re-interpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202.

Paris, S. G., Morrison, F. J., & Miller, K. F. (2006). Academic pathways from preschool through elementary school. In P. Alexander & P. Winne (Eds.), Handbook of research in educational psychology (2nd ed., pp. 61-85). Mahwah, NJ: Lawrence Erlbaum Associates.

Paris, S. G., & Hoffman, J. V. (2004). Early reading assessments in kindergarten through third grade: Findings from the Center for the Improvement of Early Reading Achievement. Elementary School Journal, 105(2), 199-217.

Paris, S. G., & Paris, A. H. (2006). The influence of developmental skill trajectories on assessments of children's early reading. In W. Damon, R. Lerner, K. A. Renninger, & I. E. Siegel (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (6th ed., pp. 48-74). Hoboken, NJ: Wiley.

Paris, S. G., & Stahl, S. (2005). Children's reading comprehension and assessment. Mahwah, NJ: Lawrence Erlbaum Associates.

Paris, S. G., & Wellman, H. M. (1998). Global prospects for education: Development, culture, and schooling. Washington, DC: American Psychological Association.

Professional Contributions

Prof Scott Paris is a fellow of the American Psychological Association, American Psychological Society, Society for Research in Child Development, and the American Educational Research Association. He has been a member of the editorial boards of 14 journals and currently serves on the editorial boards of Educational Psychologist, Reading Research Quarterly, and Cognition and Instruction.

Prof Scott Paris is also a member of the College of Reviewers, Canada Research Chairs Programme (2001-present) and the Danish Council for Strategic Research, Peer Review College (2008-present). Prof Paris served as Chair of the Graduate Program in Psychology at the University of Michigan (2001-2007), and he served as a member of the Board of Directors of the National Reading Conference (2001-2003).

He has worked with educational publishers for more than 20 years to create materials for students and teachers, and he has been a consultant for many school districts and research projects. Currently, he is Chair of the Educational Advisory Board for Leap Frog Enterprises.

Awards

• Reading Hall of Fame, International Reading Association (2008)
• Oscar Causey Research Award, National Reading Conference (2007)
• Albert J. Harris Research Award, International Reading Association (2007)
• Amoco Foundation Award for Outstanding Undergraduate Teaching, University of Michigan (1997)
• Dean's Award for Excellence in Teaching, University of Michigan (1993, 1997)