Stevens, R. J., Van Meter, P., & Warcholak, N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research, 42(2), 159-198.
“I don’t need your help!” Peer status, race, and gender during peer writing interactions.
Christianakis, Mary. (2010). “I don’t need your help!” Peer status, race, and gender during peer writing interactions. Journal of Literacy Research, 42(4), 418-458.
Oral reading fluency assessment: Issues of construct, criterion, and consequential validity
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.
Understanding teacher candidate dispositions: Reflecting to build awareness.
Schussler, D.L. & Stooksberry, L.M. & Bercaw, L.A. (2010). Understanding teacher candidate dispositions: Reflecting to build awareness. Journal of Teacher Education, 61(4), 350-363.
These teacher educators used journal writing from 35 preservice teachers to test a model of teacher dispositions. They found the model, a three-part framework, encompassing The Intellectual Domain, The Cultural Domain, and The Moral Domain, to be useful in describing these preservice teachers' developmental processes, through the categories were not so important as how the preservice teachers reflected within them. As usual, a framework can help us structure our reflection about a difficult topic (like dispositions), but it is a tool only, and we must look carefully at the qualitative content of that reflection and try to draw inferences from that. The framework, or any assessment strategies that are drawn from it, cannot become so reified that they become ends in themselves. This is the danger when something like disposition assessment is mandated by accreditation entities like NCATE. The authors of this article put the issue in perspective: "although assessment is important, it is the development of dispositions that should be of the most concern in teacher education (p. 351)."
These teacher educators used journal writing from 35 preservice teachers to test a model of teacher dispositions. They found the model, a three-part framework, encompassing The Intellectual Domain, The Cultural Domain, and The Moral Domain, to be useful in describing these preservice teachers' developmental processes, through the categories were not so important as how the preservice teachers reflected within them. As usual, a framework can help us structure our reflection about a difficult topic (like dispositions), but it is a tool only, and we must look carefully at the qualitative content of that reflection and try to draw inferences from that. The framework, or any assessment strategies that are drawn from it, cannot become so reified that they become ends in themselves. This is the danger when something like disposition assessment is mandated by accreditation entities like NCATE. The authors of this article put the issue in perspective: "although assessment is important, it is the development of dispositions that should be of the most concern in teacher education (p. 351)."
A study of thoughtful literacy and the motivation to read
Applegate, Anthony J., & Applegate, Mary DeKonty. (2010). A study of thoughtful literacy and the motivation to read. The Reading Teacher, 64(4), 226-234.
Soaring above the clouds, delving the ocean’s depths: Understanding the ecologies of human learning and the challenge for education science
Lee, Carol D. (2010). Soaring above the clouds, delving the ocean’s depths: Understanding the ecologies of human learning and the challenge for education science. Educational Researcher, 39(9), 643-655.
Extended time testing accommodations for students with disabilities: Answers to five fundamental questions
Lovett, Benjamin J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research, 80(4), 611-638.
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