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Full-Text Articles in Education
Explorations Of Classroom Talk And Links To Reading Achievement In Upper Elementary Classroo, Amanda P. Goodwin, Sun-Joo Cho, Daniel Reynolds, Stephanie Nunn, Rebecca Silverman
Explorations Of Classroom Talk And Links To Reading Achievement In Upper Elementary Classroo, Amanda P. Goodwin, Sun-Joo Cho, Daniel Reynolds, Stephanie Nunn, Rebecca Silverman
2020 Faculty Bibliography
The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via various talk-related indicators from 2 observation protocols and a student survey. Dimensionality analyses suggest these indicators represent 4 factors consisting of teacher explaining, questioning, encouraging of student talk, and big-picture communicating. Links to 2 different standardized reading achievement measures were also modeled with improved ratings of teacher explanations and questioning predicting …
On Positioning, Deafness, And Educational Research: An Autoethnography On Deafness And Qualitative Research, Sara K. Parrish
On Positioning, Deafness, And Educational Research: An Autoethnography On Deafness And Qualitative Research, Sara K. Parrish
2020 Faculty Bibliography
Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution’s review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of research that emerged as she interacted with the review board. Through the article, the author problematizes the ableism that surfaced and seeks to redefine what it means to be a qualitative researcher in spite of and because of her deafness. She ends by arguing for a more inclusive understanding of what …
Of Research Reviews And Practice Guides: Translating Rapidly Growing Research On Adolescent Literacy Into Updated Practice Recommendations., Daniel Reynolds
Of Research Reviews And Practice Guides: Translating Rapidly Growing Research On Adolescent Literacy Into Updated Practice Recommendations., Daniel Reynolds
2020 Faculty Bibliography
The demand for evidence-based instructional practices has driven a large
supply of research on adolescent literacy. Documenting this supply, Baye,
Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized
far more studies, with far more rigorous methodology, than had ever
been collected before. What does this mean for practice? Inspired by this article,
I investigated how this synthesis compared with the 2008 U.S. Institute of
Education Sciences practice guide for adolescent literacy. I also include two
contemporary documents for context: Herrera, Truckenmiller, and Foorman’s
(2016) review and the U.K. Education Endowment Foundation’s 2019 practice
guide for secondary schools. …
Co-Navigating The Complexities Of School Reform: The Establishment And On-Going Maintenance Of Relational Trust In School Reform Efforts, Sarah C. Lightener, Sara K. Parrish, Robert Drewry, Patricia L. Scharer
Co-Navigating The Complexities Of School Reform: The Establishment And On-Going Maintenance Of Relational Trust In School Reform Efforts, Sarah C. Lightener, Sara K. Parrish, Robert Drewry, Patricia L. Scharer
2020 Faculty Bibliography
The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach …