Katz, M.L. with Cynthia Greenleaf. (December 6, 2019). “Releasing Responsibility for What? Developing Learning Environments for Text Based Inquiry in the Disciplines of Middle and Secondary Schooling.” Paper presented as part of symposium, The Gradual Release of Responsibility Model: Influences on Past and Future Literacy Research and Practice. Literacy Research Association Annual Conference, Tampa, Florida.

Katz, M.L. with other SEL providers (Oct. 2, 2019). Co-facilitator for the SEL Providers Council Inaugural Convening at the Collaborative for Academic, Social and Emotional Learning (CASEL) SEL Exchange 2019. Chicago.

Greenleaf, C. & Katz, M.L. (Sept 2019). “Releasing Responsibility for What? Developing Learning Environments for Text-Based Inquiry in the Disciplines in Secondary Schools,” McVee, M., Ortlieb, E., Reichenberg, J. and Pearson, P. (Ed.) The Gradual Release of Responsibility in Literacy Research and Practice (Literacy Research, Practice and Evaluation, Vol. 10), Emerald Publishing Limited, pp. 37-52.

Katz, M.L., Stump, M., Charney-Sirott, I., and Howlett, H. (September/October, 2019). “Traveling with Integrity: Translating Face-to-Face Teacher Professional Learning to Blended Spaces.” Journal of Adolescent and Adult Literacy, Vol. 63(2): pp. 217-223.

Katz, M.L. (May, 2019). Understory Dances: Building Community through Site-Specific and Interspecies Creative Practices. A master’s thesis presented to the faculty of the school of liberal arts at Saint Mary’s College of California. ProQuest Dissertations Publishing, 2019, Number 13897038.Katz, M.L., Brynelson, N., and Edlund, J.R. (2019). “Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice.” seventh edition, Theoretical Models and Processes of Literacy, D. Alvermann, N. Unrau, and M. Sailors (Eds.). New York: Routledge (pp. 533-562).

Greenleaf, C. Katz, M.L. and Wilson, A. (2018). “Designing Literacy Leadership: Fractal Motifs for Teaching and Learning.” Journal of Adolescent and Adult Literacy. Vol. 62:1, pp. 105-109.

Katz, M.L. with Katherine Allen and Stephanie Levin. (April 13, 2018). “Improving Literacy Skills through Teacher Professional Development: Focus Group Research on Reading Apprenticeship Strategies.” Poster session presented at the annual meeting of the American Educational Research Association, New York. 

Archer, J., Katz, M.L., Charney-Sirott, I., Howlett, H., and Max, J. (April 2018). “Implementing Online Professional Learning Communities: Insights from WestEd’s Blended Professional Development Model.” Washington, DC: Mathematica Policy Research.

Katz, M.L., with Anne Pagel, Darcy Budnik, Alissa Davis, and Brenda Vela. (February 8, 2018). Equipping Students for Disciplinary Literacy Success Through Reading Apprenticeship Across the Disciplines (RAAD): A Partnership Between Wisconsin CESAs 1 and 6 and WestEd’s Strategic Literacy Initiative. Panel presented at the Wisconsin State Reading Association Conference, Milwaukee. 

Katz, M.L. (Ed.) (2013). Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New Literacies and Digital Epistemologies Series. NY: Peter Lang.

Katz, M.L. (2013). Co-author. Second Edition. The CSU Expository Reading and Writing Curriculum (ERWC). Sacramento, CA: California State University Office of the Chancellor, Center for the Advancement of Reading. 

Katz, M.L., Graff, N., and Brynelson, N. (2013). Second Edition. “Theoretical Foundations for Reading and Writing Rhetorically.” The CSU Expository Reading and Writing Curriculum (ERWC). Sacramento, CA: California State University Office of the Chancellor, Center for the Advancement of Reading.

Katz, M.L. and Arellano, A. (2013). “Appendix E: Using Classroom Discussion Strategies to Foster Rhetorical Literacies.” The CSU Expository Reading and Writing Curriculum (ERWC). Sacramento, CA: California State University Office of the Chancellor, Center for the Advancement of Reading. 

Katz, M..L. (2013, November). Organizer of and presenter on panel, “Teachers on Teaching Reading with the ERWC (Expository Reading and Writing Course).” California Reading Association Conference, Rohnert Park, CA. 

Katz, M.L., Brynelson, N., and Edlund, J.R. (2013). “Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice.” Sixth Edition, Theoretical Models and Processes of Reading, D. Alvermann, N. Unrau and R. Ruddell (Eds.). Newark, DE: International Reading Association (pp. 978-1014).

Katz, M.L. (2013, April). Invited speaker with co-author (N. Brynelson) on commissioned chapter for the Sixth Edition of Theoretical Models and Processes of Reading, (Eds.) Donna Alvermann, Norman Unrau and Robert Ruddell. “Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice.” Annual Meeting of the International Reading Association, San Antonio, Texas.

Katz, M.L. (November 2, 2013) Organizer for and presenter on panel titled “Teachers on Teaching Reading with the ERWC (Expository Reading and Writing Course).” presented at the California Reading Association Conference, Sonoma State University, Rohnert Park, CA.

Katz, M.L. (2012). “Critical Pedagogy Meets ‘Survival English’: One Community-based Workplace Literacy Program’s Approach to Educating Immigrant Women in California.” International Journal of Innovation in Language Teaching, 1(2): 139-158. 

Katz, M.L. (February, 2010). “Dance Journal Prompts: Reflecting on Dance, Cognition, Culture and Identity: How Dancing Shapes Thinking and Experience On and Off the Dance Floor.” In Wendy Oliver (Ed.), Writing About Dance. Champaign, IL: Human Kinetics Publishers, Inc. 

Street, C, Fletcher, J., Merrill, M., Katz, M-L. Cline, Z. (2008, September). “The Expository Reading and Writing Curriculum (ERWC): Preparing all students for college and career.” The California Reader 42(1): 34-41.

Katz, M.L. (2008). Co-author. The CSU Expository Reading and Writing Curriculum (ERWC). Sacramento, CA: California State University Office of the Chancellor, Center for the Advancement of Reading. 

Katz, M.L. (Spring 2008). “Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School.” Afterschool Matters, 7: 12-22.