Ph.D, Indiana University
M.S., Indiana University
B.S., Knoxville College/Wellesley College

Curriculum and Instruction (Ed.D.)
Curriculum and Instruction (Ed.S.)
Curriculum and Instruction (M.A.)
Secondary Education (M.Ed.)

Comas, Jacqueline C. (ed.) (Jan., 2011). Biennial  of Bibliotherapy and Reading: Looking Back to Move Ahead.  Bibliotherapy and Reading SIG. The International Reading Association: Delaware. 

Comas, Jacqueline C. (2010). Critical-literacy practices in urban settings: A collaborative self-study in literacy development.  The International Reading Association: Delaware. 

Comas, Jacqueline C. (2009). Crossing the Great Divide: Urban Adolescents Develop New Understandings of the Power of Text Through Critical Conversations. Research in Reading. 

Comas, Jacqueline C. (2008). Reading from a Critical Stance: Using Critical Literacy Conversations to Foster Comprehension and Composing in Urban Classrooms. International Journal on Learning.

International Fellowships

Comas, Jacqueline C. (2008). The Politics of Literacy. Oxford University. Oxford, England. 

Comas, Jacqueline C. (2006). Teacher Differences in Using Culture and Language to Enhance Students’ Literacy Development. Beijing University, Beijing, China.

Monographs, Research Reports, and Extension Publications

Comas, Jacqueline C. (2007). An Evaluation Study of The Institute of Reading Development Programs. School of Professional Studies. The George Washington University. Washington, D.C.  

Talks and Professional Paper Presentations

Comas, Jacqueline C. Identity Construction and the Literacy Experience. The International Reading Association, April, 2010 

Comas, Jacqueline. C  Analysis of Self-study Research: Narrative and Self. National Council of Teachers of English, November, 2009. 

Comas, Jacqueline C. Textmasters Examining Text Structures in Expository Discourse: Engaging Readers in Critical Analysis. May 5, 2009. International Reading Association. Minneapolis, Minnesota.  Talk. 

Comas, Jacqueline. A Political Framework for Promoting Literacy in Urban Schools: Can Reading Success be Mandated? July, 2008. Oxford University, Oxford University, England. 

Comas, Jacqueline C.  Crossing the Great Divide: Urban Adolescents Develop New Understandings of the Power of Text Through Critical Conversations. August, 2007. World Congress on Reading. Budapest, Hungary.  Research Paper. 

Comas, Jacqueline C. Reading from a Critical Stance: Using Critical Literacy Conversations to Foster Comprehension and Composing in Urban Classrooms. June, 2006. World Congress on Reading and Literacy. San Jose, Costa Rica.

Featured Speaker and Research Papers

Comas, Jacqueline C. Youth Culture and Conflict Narratives: Identifying Literature for  Bibliotherapeutic Use. International Reading Association. May, 2006.  Chicago. Talk. 

Comas, Jacqueline C. Using Literature to Teach Literacy and  Explore Identity in African American Boys. Talk. International Reading Association Conference on Diversity in Literacy and Reading. Nov. 4, 2006, Columbia, South Carolina. 

Comas, Jacqueline C. Writing and Identity: The Discoursal Construction of Identity as Professional Teachers Learn to Write. Research and Panel. NCTE Conference, Nov. 17, 2006, Nashville, Tennessee.

Comas, Jacqueline C. Writers at Work: Classroom Teachers Examine Themselves as Writers and as Researchers of Writing. April, 2005, Montreal American Education Research Association,   

Current Research              

Narrative as Self-Study. Study designed to examine self-study experiences to formulate a narrative methodological framework and a system of mentoring novices in self-study practices. The study focuses on the implicit connection between self-study and narrative methodology. Self-study is conceptualized as a rigorous and vigorous methodology that is capable of producing personal and professional transformations. A second component of the study focuses on mentoring doctoral self-study work. 

Bibliotherapy a Classroom Tool. A mixed method approach used to compare differences in study groups and control groups of students who participate in bibliotherapy literature sessions using literature for therapeutic purposes in helping children and teens deal with emotional issues. 

Enacting Critical Literacy with a “Remediated” Population of Urban Adolescents 

Literacy, broadly constructed, relates not only to the ability to read and write, but also to the ability to think critically. Proponents of critical literacy contend that one important goal of literacy instruction should be to apply critical thinking to achieve deeper understanding of existing social conditions and power relations, on the premise that such understanding, in combination with the ability to engage in critical discourse, can be a vehicle for change. This investigation examines how to enable urban adolescents who have demonstrated a need for literacy remediation to participate in oral discussions about academic and social content, both as a means for deepening understanding of content and as a tool for developing critical thinking. 

The research involves case studies of classroom attempts to develop critical discourse in adolescent learners, focusing particularly on the ability of  “remediated” urban and language minority students to participate in critical discussions.

Leadership Roles in Professional Organizations

• Chairperson, Five-Star Policy Recognition Programs, International Reading Association.
• Member, Composition Theory Commission, National Council of Teachers of English
• Member, Standing Committee on International Concerns, National Council of Teachers of English
• Editorial Board, Journal of Adolescent & Adult Literacy, International Reading Association
• Editor, Biennial of  Bibliotherapy and Reading,  SIG, International  Reading Association
• Editorial & Research Director, Bibliotherapy SIG International Reading Association 

Advisory Boards and Other Community Service Organization Activities

• Reading Rescue Intervention Programs, Inc.
• Community-Based Instruction Services, Inc. (Washington, DC)
• American International School System (AISS) & GWU
• School Without Walls (DC): Mentored High School Student’s Senior Project in Language and Literacy
• Mentored: Freshman from Islamabad, Pakistan (Language and Culture)
• Hosted: US Department of Education: International Education Visitors’ Program: Workshop on Literacy Curriculum in the 21^st Century, a Perspective from USA.