Robinson, Joseph P., & Espelage, Dorothy L. (2011). Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Researcher, 40(7), 315-330.
What makes a teaching moment: Spheres of influence
Bomer, Randy. (2011). What makes a teaching moment: Spheres of influence. English Journal, 101(1), 56-62.
Telling tales about gender: A critical analysis of Caldecott medal-winning picturebooks, 1938-2011
Crisp, Thomas, & Hiller, Brittany. (2011). Telling tales about gender: A critical analysis of Caldecott medal-winning picturebooks, 1938-2011. Journal of Children’s Literature, 37(2), 18-29.
The trouble with “struggling readers”
Dudley-Marling, Curt. (2011). The trouble with “struggling readers”. Talking Points 23(1), 2-7.
A critical analysis of the research on student homelessness
Miller, Peter M. (2011). A critical analysis of the research on student homelessness. Review of Educational Research 81(3), 308-337.
Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8
Kieffer, Michael J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research Journal, 48(5), 1187-1225.
Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color
Philip, Thomas M. (2011). Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color. Journal of Teacher Education, 62(4), 356-366.
To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability
Stillman, Jamy, & Anderson, Lauren (2011). To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability. Language Arts, 89(1), 22-37.
Intensive reading instruction for learners with developmental disabilities
Schnorr, Roberta F. (2011). Intensive reading instruction for learners with developmental disabilities. The Reading Teacher, 65(1), 35-45.
Microblogging as a literacy practice for educational communities
Mills, Kathy A., & Chandra, Vinesh. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent & Adult Literacy, 55(1), 35-45.
Amelia Earhart: The book that almost did not fly.
Young, Terrell A., & Ward, Barbara A. (2011). Amelia Earhart: The book that almost did not fly. Journal of Children’s Literature, 37(1), 48-53.
Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks
Lesley, Mellinee. (2011). Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks. Journal of Adolescent & Adult Literacy, 55(1), 25-34.
Professional development for technology-enhanced inquiry science
Gerard, Libby F., Varma, Keisha, Corliss, Stephanie B., & Linn, Marcia C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408-448.
Sixty years of language arts education: Looking back in order to look forward
Goodman, Yetta M. (2011). Sixty years of language arts education: Looking back in order to look forward. Language Arts, 101(1), 17-25.
Accountability under constraint: The relationship between collective bargaining agreements and California schools’ and districts’ performance
Strunk, Katharine O. , & McEachin, Andrew. (2011). Accountability under constraint: The relationship between collective bargaining agreements and California schools’ and districts’ performance under No Child Left Behind. American Educational Research Journal, 48(4), 871-903.
Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies
Maniates, Helen, & Mahiri, Jabari. (2011). Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies. Language Arts, 89(1), 10-20.
Activists, allies, and racists: Helping teachers address racism
Lazar, Althier M., & Offenburg, Robert M. (2011). Activists, allies, and racists: Helping teachers address racism. Journal of Literacy Research, 43(3), 275-313.
Teaching and learning argumentative reading and writing: A review of research
Newell, George, Beach, Richard, Smith, Jamie, & VanDerHeide, Jennifer. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3),273-304.
Do we know a successful teacher when we see one? Experiments in the identification of effective teachers
Strong, Michael, Gargani, John, & Hacifazlioglu, Ozge. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367-382.
Stayers and leavers: Early-career teacher effectiveness and attrition
Henry, Gary T., Bastian, Kevin C., & Fortner, C. Kevin. (2011). Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40(6), 271-280.
Hands-on reciprocal teaching: A comprehension technique
Stricklin, Kelley. Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.
Writing Homer, reading Riordan: Intertextual study in contemporary adolescent literature
Bright, Amy. (2011). Writing Homer, reading Riordan: Intertextual study in contemporary adolescent literature. Journal of Children’s Literature, 37(1), 38-47.
Assessing internal group processes in collaborative assignments
Nelson, Trudi J. (2011). Assessing internal group processes in collaborative assignments. English Journal, 100(6), 41-46.
Teachers’ texts in culturally responsive teaching
Kesler, Ted. (2011). Teachers’ texts in culturally responsive teaching. Language Arts, 88(6), 419-428.
Adolescents and “autographics”: Reading and writing coming-of-age graphic novels
Hughes, Janette Michelle, King, Alyson, Perkins, Peggy, & Fuka, Victor. Adolescents and “autographics”: Reading and writing coming-of-age graphic novels. Journal of Adolescent & Adult Literacy, 54(8), 601-612.
Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses
Blackburn, Mollie V., & Clark, Caroline T. (2011). Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses. Reading Research Quarterly, 46(3), 222-248.
Kidwatching with a critical eye: The power of observation and reflexive practice
Kuby, Candace R. (2011). Kidwatching with a critical eye: The power of observation and reflexive practice. Talking Points, 22(2), 22-28.
Conceptualizing teacher professional learning
Opfer, V. Darleen, & Pedder, David. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.
Spotting foolbirds: Literacies hiding in plain sight in an urban English language arts classroom
Ives, Denise. (2011). Spotting foolbirds: Literacies hiding in plain sight in an urban English language arts classroom. Journal of Literacy Research, 43(3), 250-274.
What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement
Stronge, James H., Ward, Thomas J., & Grant, Leslie W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.
The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable?
Guo,Ying, Roehrig, Alysia, & Williams, Rihana S. (2011). The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable? Journal of Literacy Research, 43(2), 159-183.
Making sure our reading “CLICKS”
Giordano, Linda. (2011). Making sure our reading “CLICKS”. The Reading Teacher, 64(8), 612-619.
How well aligned are state assessments of student achievement with state content standards?
Polikoff, Morgan S., Porter, Andrew C., & Smithson, John. (2011). How well aligned are state assessments of student achievement with state content standards? American Educational Research Journal, 48(4), 965-995.
“I have a dream, too!”: The American dream in Coretta Scott King award-winning books
Parsons, Linda T., & Castleman, Michele. (2011). “I have a dream, too!”: The American dream in Coretta Scott King award-winning books. Journal of Children’s Literature, 37(1), 6-19.
Toward strengthening the preparation of teacher educator-researchers in doctoral programs and beyond
Lin, Emily; Wang, Jian; Spalding, Elizabeth; Klecka, Cari L.; & Odell, Sandra J.(2011). Toward strengthening the preparation of teacher educator-researchers in doctoral programs and beyond.Journal of Teacher Education,62(3), 239-245.
“Rap universal”: Using multimodal media production to develop ICT literacies
Turner, K.C. Nat. (2011). “Rap universal”: Using multimodal media production to develop ICT literacies. Journal of Adolescent & Adult Literacy, 54(8), 613-623.
The impact of induction and mentoring programs for beginning teachers: A critical review of the research
Ingersoll, Richard M., & Strong, Michael. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
Classrooms that discourage plagiarism and welcome technology
Pearson, Nancy Guillot. (2011). Classrooms that discourage plagiarism and welcome technology. English Journal, 100(6), 54-59.
By the book and behind-the-glass: Teacher self-regulation in one reading intervention
Compton-Lilly, Catherine. (2011). By the book and behind-the-glass: Teacher self-regulation in one reading intervention. Language Arts, 88(6), 429-438.
Efficacy of collaborative strategic reading with middle school students
Vaughn, Sharon; Klingner, Janette K.; Swanson, Elizabeth A.; Boardman, Alison G.; Roberts, Greg; Mohammed, Sarojani S.; & Stillman-Spisak, Stephanie J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48(4), 938-964.
Science visual literacy: Learners’ perceptions and knowledge of diagrams
McTigue, Erin M., & Flowers, Amanda C. (2011). Science visual literacy: Learners’ perceptions and knowledge of diagrams. The Reading Teacher, 64(8), 578-589.
Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment
Neuman, Susan B., & Dwyer, Julie. (2011). Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research, 43(2), 103-129.
Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial
Neuman, Susan B., Newman, Ellen H., & Dwyer, Julie. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly, 46(3), 249-271.
Preservice teachers as kidwatchers: Learning to observe and document how children read
Liwanag, Maria Perpetua Socorro U., & Kim, Koomi. (2011). Preservice teachers as kidwatchers: Learning to observe and document how children read. Talking Points, 22(2),15-21.
A conceptual model of academic success for student-athletes
Comeaux, Eddie, & Harrison, Keith C. (2011). A conceptual model of academic success for student-athletes. Educational Researcher, 40(5), 235-245.
Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships
Martin, Susan D., Snow, Jennifer L., & Torrez, Cheryl A. Franklin. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299-311.
Using Choice Words in nonfiction reading conferences
Cummins, Sunday. (2011). Using Choice Words in nonfiction reading conferences. Talking Points, 22(2), 9-14.
Nonfiction literature that highlights inquiry: How real people solve real problems
Zarnowski, Myra, & Turkel, Susan. Nonfiction literature that highlights inquiry: How real people solve real problems. Journal of Children’s Literature, 37(1), 30-37.
A review of class-based theories of student resistance in education: Mapping the origins and influence of Learning to Labor by Paul Willis
McGrew, Ken. (2011). A review of class-based theories of student resistance in education: Mapping the origins and influence of Learning to Labor by Paul Willis. Review of Educational Research, 81(2), 234-266.
Take it out of class: Exploring virtual literature circles
Bowers-Campbell, Joy. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent and Adult Literacy, 54(8), 557-567.
The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning
Benner, Aprile D., & Crosnoe, Robert. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.
An ethical dilemma: Talking about plagiarism and academic integrity in the digital age
Thomas, Ebony Elizabeth, & Sassi, Kelly. (2011). An ethical dilemma: Talking about plagiarism and academic integrity in the digital age. English Journal, 100(6), 47-53.
“My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts
Collins, Kathleen M. (2011). “My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts. Language Arts, 88(6), 409-418.
Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge
Christ, Tanya. (2011). Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge. Journal of Literacy Research, 43(2), 130-158.
Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction
Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giulani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; & Schatschneider, Christopher. (2011). Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46(3), 189-221.
Organizing and evaluating results from multiple reading assessments
Rubin, Jim. (2011). Organizing and evaluating results from multiple reading assessments. The Reading Teacher, 64(8), 606-611.
Coh-Metrix: Providing multilevel analyses of text characteristics
Graesser, Arthur C., McNamara, Danielle S., & Kulikowich, Jonna M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223-234.
“Some people do things different from us”: Exploring personal and global cultures in a first grade classroom
Jewett, Pamela. (2011). “Some people do things different from us”: Exploring personal and global cultures in a first grade classroom. Journal of Children’s Literature, 37(1), 20-29.
TECHnology and literacy for adolescents with disabilities
King-Sears, Margaret Elaine, Swanson, Christopher, & Mainzer, Lynne. (2011). TECHnology and literacy for adolescents with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578.
A framework for professional ethics courses in teacher education
Warnick, Bryan R., & Silverman, Sarah K. (2011). A framework for professional ethics courses in teacher education. Journal of Teacher Education 63(2), 273-285.
Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners
Nelson, J. Ron, Vadasy, Patricia F., & Sanders, Elizabeth A. (2011). Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research, 43(2), 184-211.
Inquiry into assessment strategies: From kidwatching to responsive teaching
Mills, Heidi, & O’Keefe, Tim. (2011). Inquiry into assessment strategies: From kidwatching to responsive teaching. Talking Points, 22(2), 2-8.
Fostering lifelong spellers through meaningful experiences
Alderman, Gary L., & Green, Susan K. (2011). Fostering lifelong spellers through meaningful experiences. The Reading Teacher, 64(8), 599-605.
Coleman revisited: School segregation, peers, and frog ponds
Goldsmith, Pat Rubio. (2011). Coleman revisited: School segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508-535.
Young children’s literacy practices in a virtual world: Establishing an online interaction order
Marsh, Jackie. (2011). Young children’s literacy practices in a virtual world: Establishing an online interaction order. Reading Research Quarterly, 46(2), 101-118.
Trampling over or traveling with? Reconsidering the culture of achievement
Herr, Kathryn, & Naiditch, Fernando. (2011). Trampling over or traveling with? Reconsidering the culture of achievement. Language Arts, 88(5), 356-364.
Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties
Weiser, Beverly, & Mathes, Patricia. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties: A best-evidence synthesis. Review of Educational Research, 81(2), 170-200.
Tiered texts: Supporting knowledge and language learning for English learners and struggling readers
Moss, Barbara, Lapp, Diane, & O’Shea, Mary. (2011). Tiered texts: Supporting knowledge and language learning for English learners and struggling readers. English Journal, 100(5), 54-60.
Supporting informational writing in the elementary grades
Donovan, Carol A., & Smolkin, Laura B. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64(6), 406-416.
How effective are family literacy programs? Results of a meta-analysis
Van Steensel, Roel, McElvany, Nele, Kurvers, Jeanne, & Herppich, Stephanie. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69-97.
What do professors really say about college writing?
Brockman, E., Taylor, M., Kreth, M., & Crawford, M. K. (2011). What do professors really say about college writing? English Journal, 100(3), 75-81.
Building reading fluency in a learning-disabled middle school reader
Morris, Darrell, & Gaffney, Meghan. (2011). Building reading fluency in a learning-disabled middle school reader. Journal of Adolescent and Adult Literacy, 54(5), 331-341.
Teacher learning in a context of educational change: Informal learning versus systematically supported learning
Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education 62(1), 76-92.
2009 YA Honor List—Timely and timeless
Nilsen, Alleen Pace, Blasingame, James Jr., Donelson, Kenneth L., Shaffer, Shelly, Smith, Tim, & Wimmer, Allison. (2011). 2009 YA Honor List—Timely and timeless. English Journal, 100(3), 82-90.
Comprehension and learning from refutation and expository texts
Diakidoy, Irene-Anna N., Mouskounti, Thalia, & Ioannides, Christos. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 46(1), 22-38.
Lexile reading growth as a function of starting level in at-risk middle school students
Archer, Laura E. (2011). Lexile reading growth as a function of starting level in at-risk middle school students. Journal of Adolescent & Adult Literacy, 54(4), 281-290.
"Urban, but not too urban”: Unpacking teachers’ desires to teach urban students
Watson, Dyan. (2011). "Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education 62(1), 23-34.
Climbing walls: Attempting critical pedagogy as a 21st-century preservice teacher.
McGee, A. R. (2011). Climbing walls: Attempting critical pedagogy as a 21st-century preservice teacher. Language Arts, 88(4), 270-277.
Please mind the culture gap: Intercultural development during a teacher education study abroad program.
Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35-47.
Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson
Lefstein, A. & Snell, J. (2011). Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson. Reading Research Quarterly, 46(1), 40-63.
Subscribe to:
Posts (Atom)