Literacy Research That Informs Practice

Barone, Diane; Mallette, Marla H.

doi:10.1002/trtr.01101

Cited by 2 publications

(2 citation statements)

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“…This two-year study used qualitative interpretive case study methods (Merriam, 2009;Stake, 2000), as we sought to promote understandings of complex situations that cannot be made explicit in most other research designs (Barone, 2004). Case study method is focused on gathering descriptive data on a clearly delineated unit within a well-defined context and analysing these descriptive data to offer an illustration of the entity (Pickard, 2013).…”

Section: Methodsmentioning

confidence: 99%

Facilitating professional learning for technology coaches through cross-district collaboration

Gallagher

Grierson

Susin

2023

IJMCE

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Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.Findings The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.Practical implications Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.Originality/value Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.

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Section: Methodsmentioning

confidence: 99%

Facilitating professional learning for technology coaches through cross-district collaboration

Gallagher

Grierson

Susin

2023

IJMCE

View full text Add to dashboard Cite

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“…For example, it figures prominently in the practitioner-targeted book Mosaic of Thought (Keene & Zimmerman, 1997), which has been described as "landmark" (Bluestein, 2010, p. 597) and was named by an unscientific poll conducted by The Reading Teacher journal as one of eight works that has most significantly influenced the practice of teaching reading (Barone & Mallette, 2012). In Mosaic of Thought, the practice of making text-toself connections was highlighted in a chapter-long case study of a second-grade classroom.…”

Section: Additional Finding -Elaborative Inferences and Predictionsmentioning

confidence: 99%

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Cohen¹

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vi EXECUTIVE SUMMARY Glen L. BullReading comprehension is an essential skill for students to develop in order to become productive members of society. It is a skill that can be learned, and a number of interventions and instruction types have been developed over the years to help students do so. One limitation of many of these interventions is that they require students to be interrupted during the reading process, whether to participate in the intervention itself, or so that the instructor/researcher can deliver a formative assessment. Such interruptions into the reading process can have a deleterious impact on the comprehension it is meant to address.The current research reports on the results of an investigation into the relationship between the types and patterns of annotations students make in a digital text and the students' comprehension of the text. To capture the students' annotations, a digital ereader was developed that allows students the ability to both highlight and leave textual comments on the text. These annotations are minimally intrusive activities, unlike many other reading comprehension interventions.A sample of seventh grade students, N = 250, read a short story using the e-reader, I also wish to use this space to thank my doctoral advisor and dissertation committee chair, Glen Bull, for his mentorship over the past four years. I value Glen's wisdom and experience tremendously. I particularly value his concept of a graduate education as a complete academic experience-when I think of my learning at Curry, I picture the lab conference table first and foremost, before I picture classrooms in RuffnerHall. I will always be grateful for Glen's support of my growth as a student and as a professional.x This section would not be complete without special mention of Laura Smolkin. I am deeply grateful for the quality of support Laura has given me over the past years.Consistently, our weekly meetings were the highlight of my week, and her influence over my thinking about this topic in general and this study in particular is unmistakable. Quite simply, without her consistent encouragement, support, and feedback, this project would not have been possible. And, finally, I want to acknowledge my earliest and most influential mentor, Gary Laws, Director of the Royster Middle School at Norfolk Academy. I have met countless numbers of educators since first beginning work with Gary in 1998, and I have read and experienced the thinking of even more than that, but the wisdom Gary shared with me upon first getting an interactive whiteboard installed in my classroom remains, simply, the best I've ever received: "Remember, it's not about the things, it's about the stuff. And it's not even really about the stuff. It's about the kids." xi Simply put, participation in modern society demands not only fluent readers, but also skilled readers, so it is vital that students in schools learn "the language of books" (2004) reported that as many as 70% of secondary students require some form of reading remediation, and Kam...

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Literacy Research That Informs Practice

Cited by 2 publications

References 1 publication

Facilitating professional learning for technology coaches through cross-district collaboration

Facilitating professional learning for technology coaches through cross-district collaboration

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

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