Jones, N.D., Buzick, H.M., & Turkan, S. (2013). Including students with disabilities and English learners in measures of educator effectiveness. Educational Researcher, 42(4), 234-241.
Extensive reading interventions for students with reading difficulties after grade 3
Wanzek, J., Vaughn, S., Scammaca, N.K., Metz, K., Murray, C.S., Roberts, G., and Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research, 83(2), 163-195.
Already on the shelf: Queer readings of award-winning children’s literature
Ryan, Caitlin R., & Hermann-Wilmarth, Jill M. (2013). Already on the shelf: Queer readings of award-winning children’s literature. Journal of Literacy Research, 45(2), 142-172.
Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching
Lampert, M., Franke, M.L., Kazemi, E., Ghousseini, H., Turrou, A.C., Beasley, H., Cunard, A., & Crowe, Kathleen. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.
A spectrographically grounded scale for evaluating reading expressiveness
Benjamin, R. G., Schwanenflugel, P.J., Meisinger, E. B.,Groff, C., Kuhn, M.R., & Steiner, L. (2013). A spectrographically grounded scale for evaluating reading expressiveness. Reading Research Quarterly, 48(2), 105-133.
How do I write . . . ? Scaffolding preschoolers’ early writing skills
Cabell, Sonia Q., Tortorelli, Laura S., & Gerde, Hope K. (2013). How do I write . . . ? Scaffolding preschoolers’ early writing skills. The Reading Teacher,66(8), 650-659.
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