Dr. Rebecca Rolland 79 Chandler St., Apt. 3, Boston MA 02116 617-301-0372 rebecca_rolland@gse.harvard.edu Harvard Graduate School of Education, Cambridge, MA 2014 Ed.D., Human Development and Education Lesley University, Cambridge, MA 2017 MFA, Fiction with Nonfiction Interdisciplinary Concentration MGH Institute of Health Professions, Communication Sciences and Disorders, Charlestown, MA 2008 M.S. in Speech-Language Pathology Boston University Graduate School of Arts and Sciences, Boston, MA 2004 M.A. in English Literature Yale University, New Haven, CT 2003 B.A. in English Current affiliations (title, department or division, institution): 1) Adjunct Lecturer, Harvard Graduate School of Education, Cambridge MA 02318, 2) Oral and Written Language Specialist, Neurology Department, Children's Hospital Boston 3) Consultant, Curriculum Development, World Bank Membership in professional associations and societies: HGSE Alumni for Education, Graduate School Liaison; member of NAEYC and ASHA Any books authored, edited, or contributed to: The Art of Talking with Children, primary author, March 2022, HarperOne, $19.99 paperback Periodicals that have published or accepted your papers/articles: Lawrence, J., Givens Rolland, R., Branum-Martin, L., White, C., & Snow, C. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19(2), 76-97. Givens Rolland, R. (2013). Finding the "through-line" A portrait of an innovative creative writing organization. New Writing. doi: 10.1080/14790726.2012.753909. Givens Rolland, R. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research, 82, 396-435. Stepp, C., Heaton, J., Givens, R., & Hillman, R. (2009). Use of neck and face surface electromyography for controlling a prosthetic voice after total laryngectomy. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 17(4), 146-155. Lesaux, N., Jones, S., Givens Rolland, R., Harris, J., & Kane, R. (2014). Leading early educators for success: R2 in action. Briefs 9 and 10. Retrieved from http: //isites.harvard.edu/fs/docs/icb.topic1391652.files/R2briefs%209_10_final.pdf. Jones, S., Lesaux, N., Givens Rolland, R., Harris, J., & Kane, R. (2013). The rigorous and regulated learning environment: Facilitator manual. Prepared for the Robert Wood Johnson Foundation. Weissbourd, R., & Givens Rolland, R. (2013). Learning about love. Harvard Education Letter, 29(2), 7-8. Professional activities that would be relevant to your book (e.g., training, speaking engagements, web site, blog or other social media): Website: http: //www.rebeccarolland.com; twitter: Rolland_rg; blog on Psychology Today: https: //www.psychologytoday.com/us/blog/the-art-talking-children; Keynote address at The Alliance for Early Childhood's annual dinner, as well as an in-person talk at the Family Action Network, among others.
This book is designed as a professional book for teachers, teacher leaders, counselors, and others engaged in the work of nurturing the holistic development of young children. It will include the theory behind early communication, as well as specific strategies and tools teachers can implement immediately. Finally, it will include worksheets and reflective exercises to be used either for individual teachers or in professional learning communities. The book is highly research-based, with research drawn from multiple disciplines (speech pathology, linguistics, psychology, and child development), as well as examples from the author's clinical work as a speech-language pathologist.