Submissions from 2024
Examining higher education through HyFlex, Emily Howell, Sandra Linder, Joseph Ryan, and William C. Bridges
Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers, Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, and Amlan Banerjee
Submissions from 2023
Legislating Phonics: Settled Science or Political Polemics?, David Reinking, George G. Hruby, and Victoria J. Risko
Submissions from 2022
HyFlex model of higher education: understanding the promise of flexibility, Emily Howell
Sharpening Students' Racial Literacies through Multimodal Subversion, Emily Howell and Jeanne Dyches
Toward a Professional Development Model for Writing as a Digital, Participatory Process, Emily Howell, Sara Perez, and Todd Abraham
Why Phonics (in English) is Difficult to Teach, Learn, and Apply: What Caregivers and Teachers Need to Know, David Reinking and Sharon L. Reinking
Submissions from 2021
Building Inclusivity and Empathy Through Writers' Workshop, Beth Beschorner and Anna H. Hall
Alternative Practicum Experiences for Early Childhood Preservice Teachers, Qianyi Gao, Sandra Linder, and Anna H. Hall
Exploring kindergarten teachers’ classroom practices and beliefs in writing, Ying Guo, Cynthia Puranik, Megan Schneider Dinnesen, and Anna H. Hall
Building Bridges between Home and School, Anna H. Hall
Disciplinary Literacy: Successes and Challenges of Professional Development, Emily Howell, Wendy Barlow, and Jeanne Dyches
Foreward from Failure before Success: Teachers Describe What They Learned from Mistakes, David Reinking
Foreword from Design-Based Research in Education, David Reinking
The Trouble With Binaries: A Perspective on the Science of Reading, David B. Yaden, David Reinking, and Peter Smagorinsky
Submissions from 2020
Encouraging Shifts in Preservice Teachers’ Beliefs About Writing and Plans for Future Instruction, Anna H. Hall, Qianyi Gao, and Shanna Hirsch
Do We Need More Productive Theorizing? A Commentary, David Reinking and David B. Yaden Jr.
Submissions from 2019
Do My Students Know I Don't Like Writing? Shifting Attitudes and Instruction, Anna H. Hall
Preschool Interactive Writing Instruction: Inviting Emergent Writers to Share the Pen, Anna H. Hall
Who counts as a writer? Examining child, teacher, and parent perceptions of writing, Anna H. Hall, Kelley M. White, Ying Guo, and Andrea Emerson
Shattering the Crystal Goblet: Seeking a Pedagogy of Visuality in Post - Typographic Expository Texts, David Reinking
Submissions from 2018
Traditional and Digital Writing, Beth Beschorner and Anna H. Hall
Supporting Preschoolers’ Writing Identities in the Scribbling Phase, Andrea Miller Emerson and Anna H. Hall
Exploring Preschool-Age Children’s Ability to Write Letters, Ying Guo, Allison Breit-Smith, Anna H. Hall, and Carrie Biales
Obstacles to digital, multimodal pedagogy in rural high schools, Emily Howell
Scaffolding multimodality: writing process, collaboration and digital tools, Emily Howell
Submissions from 2017
Co-Measure: developing an assessment for student collaboration in STEAM activities, Danielle Herro, Cassie F. Quigley, Jessica Andrews, and Girlie Delacruz
Expanding Argument Instruction: Incorporating Multimodality and Digital Tools, Emily Howell
Pokémon GO: Implications for Literacy in the Classroom, Emily Howell
Integrating Multimodal Arguments Into High School Writing Instruction, Emily Howell, Tracy Butler, and David Reinking
Integrating Multimodal Arguments Into High School Writing Instruction, Emily Howell, Tracy Butler, and David Reinking
Teaching argumentative writing to teachers and students: effects of professional development, Emily Howell, Sarah Hunt-Baron, Rebecca Kaminski, and Rachel Sanders
Submissions from 2016
A Formative Experiment to Align Middle-School History Instruction with Literacy Goals, Jamie Colwell and David Reinking
The Writing Attitude Scale for Teachers (WAST), Anna H. Hall
Creating in a Participatory Culture: Perceptions of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, and Sarah Hunt-Baron
Submissions from 2015
Improving English Learners Reading Comprehension Through the Use of Vocabulary Strategies, Tracy Butler and Michelle Fowler
Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature, Anna H. Hall, Amber Simpson, Ying Guo, and Shanshan Wang
Writing as Creative Design : Constructing Multimodal Arguments in a Multiliteracies Framework, Emily Howell, David Reinking, and Rebecca Kaminski
Dancing literacy: Expanding children’s and teachers’ literacy repertoires through embodied knowing, Allison Leonard, Anna H. Hall, and Danielle Herro
South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction, Sangho Pang, David Reinking, Amy Hutchison, and Deanna Ramey
Emotions in Teaching Environmental Education, Cassie F. Quigley
The Viability of Portraiture for Science Education Research: Learning from Portraits of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, and Nicole Beeman-Cadwallader
Valuing Reading, Writing, and Books in a Post-Typographic World, David Reinking
A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie Colwell
Sibling Abuse: A Study of School Counselors' Shared Attitudes and Beliefs, Diane Stutey
Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching, Phillip Wilder and Danielle Herro
Submissions from 2014
“She Never Lets Me Write about It”: Children’s Perspectives on “Choice” in Their Writing Curriculum, Ysaaca Axelrod and Anna H. Hall
Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, and Ingrid S. Weiland
Beyond the Author's Chair: Expanding Sharing Opportunities in Writing, Anna H. Hall
Making Spelling Meaningful: Using Explicit Instruction and Individual Conferencing, Anna H. Hall
“I am kind of a good writer and kind of not”: Examining Students’ Writing Attitudes, Anna H. Hall and Ysaaca Axelrod
Examining Teachers’ Beliefs about the Value of the Common Core English Language Arts Standards, Anna H. Hall, A Hutchison, and K White
Factors Affecting Adolescent Motivation in Reading, Emily Howell
Investigating local sustainable environmental perspectives of Kenyan community members and teachers, Cassie Quigley, James Dogbey, S Megan Che, and Jeffrey Hallo
Shared Understandings: Environmental perspectives of Kenyan community members and teachers, Cassie Quigley, James Dogbey, S Megan Che, and Jeffrey Hallo
Creating Space: Pedagogical Choices to Encourage a Third Space in an Urban, Kindergarten Science Classroom, Cassie F. Quigley and Anna H. Hall
Taking Care: Understanding the Roles of Caregiver and Being Cared for in a Kindergarten Classroom, Cassie Quigley and Anna H. Hall
‘No One Should Destroy the Forest': Using photo-based vignette interviews to understand Kenyan teachers' views of the environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, and Jeffrey Hallo
Examining Teachers’ Perceptions of Effective Writing Strategies and Barriers to Implementation, K M. White and Anna H. Hall
Submissions from 2013
Obstacles to Developing Digital Literacy on the Internet in Middle School Science Instruction, Jamie Colwell, Sarah Hunt-Barron, and David Reinking
Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science, Kristin Cook and Cassie F. Quigley
"I'm Not Allowed to Write about That in School but at Home I Can": Examining Elementary School Students' Attitudes Toward Writing Instruction, Anna H. Hall and Ysaaca Axelrod
Examining Elementary School Students' Attitudes toward Writing, Anna H. Hall and Ysaaca D. Axelrod
Test Review: J. L. Wiederholt & B. R. Bryant. (2012). Gray Oral Reading Tests—Fifth Edition (GORT-5). Austin, TX: Pro-Ed., Anna H. Hall and Rory P. Tannebaum
Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, and Steve Graham
Taxation and Education: Using Educational Research to Inform Coherent Policy for the Public Good, Robert Knoeppel, David A. Pitts, and Jane Clark Lindle
The Dancing Alice Project: Computational & Embodied Arts Research in Middle School Education, Alison E. Leonard
Confronting Persistent Challenges through Research-Based Programming for Experienced School Leaders, Jane Clark Lindle, Kenyae L. Reese, Matthew Della Sala, Hans W. Klar, and Robert C. Knoeppel
Environmental Agency in Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, and Seema Rivera
Learning and Reflection in the Midst of Persistent Challenges on Practicing School Leaders’ Time, Kenyae L. Reese, Jane Clark Lindle, Matthew R. Della Sala, Hans W. Klar, Robert C. Knoeppel, Michael Campbell, Frederick C. Buskey, Russ Marion, and Roberto Flores
Take Creative Action with Data! Two Pilot Programs Lead the Way, Kenyae L. Reese, Jane Clark Lindle, Hans Klar, and Rob Knoeppel
Involving Families in the Assessment Process, Julie Rutland and Anna H. Hall
Submissions from 2012
Using Blogs to Promote Literary Response during Professional Development, Jamie Colwell, Amy Hutchison, and David Reinking
Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms, Mark W. Lipsey, Kelly Puzio, Cathy Yun, Michael A. Hebert, Kasia Steinka-Fry, Mikel W. Cole, Megan Roberts, Karen S. Anthony, and Matthew D. Busick
The Potential of Photo-Talks to Reveal the Development of Scientific Discourses, Cassie Quigley and Gayle Buck
Knowledge, Leadership and the Role of Spirituality: An Exploration of Principal as Spiritual Leader, Amanda Werts, Jane Clark Lindle, Robert C. Knoeppel, Emily Riester Green, and Matt Della Salla
Submissions from 2011
A Formative Experiment to Enhance Teacher-Child Language Interactions in a Preschool Classroom, Barbara A. Bradley and David Reinking
Writing Development over Time: Examining Preservice Teachers’ Attitudes and Beliefs about Writing, Anna H. Hall and Jennifer Grisham-Brown
Pushing the Boundaries of Cultural Congruence Pedagogy in Science Education towards a Third Space, Cassie Quigley
Issues and techniques in translating scientific terms from English to Khmer for a university-level text in Cambodia, Cassie F. Quigley, Alandeom W. Oliviera, Alistair Curry, and Gayle Buck
Challenges to Inquiry Teaching and Suggestions for How to Meet Them, Cassie Quigley, Jeff C. Marshall, Cynthia C. Deaton, Michelle P. Cook, and Michael Padilla
Beyond the Laboratory and Lens: New Metaphors for Literary Research, David Reinking
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States, David Reinking and Amy Hutchison
Submissions from 2010
Inspiring a Revolution: A Review of Julio Cammarota and Michelle Fine's Revolutionizing Education: Youth Participatory Action Research in Motion, Alison E. Leonard
Submissions from 2009
Enhancing research and practice in early childhood through formative and design experiments, Barbara A. Bradley and David Reinking
Profiles of Urban, Low SES, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, and Yvonne Lucas
Adding Soft-Skills to the Hard Target of Adequacy: The Case for Rearticulation Based on a Multifocal Analysis, Robert C. Knoeppel, Curtis A. Brewer, Jane Clark Lindle, and Patricia F. First
Item Disaggregation for: Student Behavior from Phone Interviews Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, and Robert Knoeppel
Item Disaggregation for: Student Behavior from Web Survey Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, and Robert Knoeppel
Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy, Monica Wills, Curtis Brewer, Robert Knoeppel, James Witte, Roy Pargas, and Jane Clark Lindle
Submissions from 2007
Toward a Good or Better Understanding of Best Practices, David Reinking
Submissions from 2004
Content Validity of the Interstate School Leaders Licensure Consortium's (ISLLC) Standards for School Leaders: To What Extent Do ISLLC Skill Indicators Describe School Leaders' Instructional Leadership Work?, Jane Clark Lindle, Nancy Stalion, and Lu Young
Submissions from 2001
School Based Decision Making, Jane Clark Lindle
Teaching and Learning Reform: Curriculum, the Kentucky Department of Education, & The Educational Professional Standards Board, Jane Clark Lindle
Schools on Probation in the States of Maryland and Kentucky. Technical Report. Volumes I-IV, Heinrich Mintrop, James Cibulka, and Jane Clark Lindle
Multimedia and Engaged Reading in a Digital World, David Reinking
Submissions from 2000
Accountability Policy at the Street Level in Kentucky: Teachers and Administrators Debate the Fairness of Continuous Improvement versus Relative Standing, Jane Clark Lindle
Submissions from 1999
"Hasn't Anyone Else Done This Right?" A Field Note on the Political Realities and Perceptions in Modifying Kentucky's High Stakes Accountability System, Jane Clark Lindle
Submissions from 1998
How Does a Principal Use Kentucky's High Stakes Assessment To Monitor and Improve Student Learning?, Ora Cobb Jr, Jane Clark Lindle, and James S. Rinehart