Mark Felton is a professor of Secondary Education at San José State University, San José, California. He currently prepares beginning teachers pursuing middle and high school teaching credentials and has developed a network of university-school partnerships to provide professional development to the veteran teachers who serve as teacher mentors. His research focuses on argumentation and the development of disciplinary thinking skills, particularly through the use of classroom discourse and deliberation. Most recently, he has focused on the acquisition and retention of scientific knowledge through peer-based argumentative reasoning in classroom settings. He has received a Struggling Readers and Writers Grant from the Institute of Education Sciences and a National Professional Development Grant from the Office of English Language Development. His most recent scholarship can be found in Science Education, International Journal of Science Education, Contemporary Educational Psychology, and Informal Logic. He can be contacted at firstname.lastname@example.org.