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Alina Reznitskaya received her doctoral degree in Educational Psychology from the University of Illinois at Urbana-Champaign and did her post-doctoral research at Yale University. Alina has acquired expertise in educational psychology, quantitative research methodology, and educational measurement, and she teaches undergraduate and graduate courses on these topics. Alina’s research interests include investigating the role social interaction plays in the development of argument literacy, designing measures of argumentation, and examining professional development efforts that help teachers improve the quality of argumentation during class discussions. Alina served as a Principal and Co-Principal Investigator on research grants awarded by the Spencer Foundation and the U.S. Department of Education, Institute of Education Sciences. Her work has appeared in a variety of journals and edited books, including Educational Psychologist, The Reading Teacher, Contemporary Educational Psychology, Cambridge Journal of Education, Elementary School Journal, Discourse Processes, Comprehension Instruction: Research-Based Best Practices, and Positive Psychology in Practice. Her recent book, written in collaboration with Dr. Ian Wilkinson, provides teachers with a set of principles, effective instructional practices, lesson plans, and assessment tools to support the development of argumentation in elementary school classrooms.