Hodges, T. S. (PI) Developing teacher competencies about writing instruction with an interactive, online book club. August 2019 – August 2021.
Data collection (Spring 2021)
Supported by a $2,000 grant through the Council for Community-Based Partnerships at UA
For this study, Dr. Hodges is leading an online book club for middle grade teachers. The goal of the book club is to develop teachers’ competencies for
writing. The teachers are reading three texts focused on giving feedback, hosting conferences, and providing support to English Language Learners. The
study is funded by a $2,000 grant through the Council for Community-Based Partnerships (CCBP) for which Dr. Hodges was recognized as an Excellent
Faculty-Engaged Scholar. The study start was delayed due to COVID-19 and is beginning Fall 2020.
Donovan, C. (PI), Hodges, T. S. (Co-PI), & Coleman, J. (Co-I). Science of writing pilot study. Contract with Alabama Reading Initiative (ARI) and Alabama State
Department of Education (ASLDE). 11/01/2020 – 07/31/2022.
Study development in progress (Summer 2020)
Pending contract in partnership with Alabama Reading Initiative (ARI) and ALSDE
This study is under funding consideration through a contract with the Alabama State Department of Education (ALSDE). If funded, this project will provide foundational knowledge about writing to literacy coaches across Alabama. The study will take place over two years, with extensions to local school
beginning after the initial pilot program.
Hodges, T. S. (PI)., Coleman, J. M. (Co-I), & Donovan, C. (Co-I). Literacy deserts or floods: Perspectives of rural teachers and preservice teachers on digital
writing instruction and preparation amidst COVID-19. 09/01/2020 – 07/30/2021.
Study development in progress (Summer 2020)
Data Collection (Fall 2020)
Building on a new avenue of research and in response to COVID-19, this research team is interviewing preservice and inservice teachers who were active
during the Spring and Fall 2020 semesters. For preservice teachers, we are interested in understanding their perspectives about learning to teach writing in
response to COVID-19. With inservice teachers, we are interested in understanding their perspectives about teaching writing during COVID-19. This study
will inform educators and policy makers about the intersections of virtual, distance, and remote learning with writing instruction.
Hodges, T. S. (PI)., Coleman, J. M., & Donovan, C. D. Preservice and inservice teacher self-efficacy beliefs about writing instruction in virtual, distance, and
remote settings: Survey development.
01/01/2021 – 12/31/2022.
Study development (Fall 2020)
UA RGC funding under review (Fall 2020)
Combining my research on teacher self-efficacy, we are updating the PTSWI and ITSWI to measure teachers’ self-efficacy for virtual writing instruction.
This study will assess teachers’ efficacy and provide a virtual writing book club for preservice teachers. This study will illuminate concerns with learning to
teach writing virtually.
Hodges, T. S. (PI), Wright, K. L. (Co-PI), Dismuke, S. (Co-PI), Boedeker, P., Donovan, C., & Coleman, J. M. Analyzing teacher beliefs, classroom practices, writing
motivation, and writing achievement in middle school. July 2018 – August 2025.
Data analysis in progress
Institute of Education Sciences (IES) Grant funding under consideration (August 2020)
For this project, the research team is modeling how teacher beliefs and self-efficacy for writing influence instructional practices, and the extent to which
those instructional practices increase student writing achievement and motivation to write. This project is currently under review for funding at the
Institute of Education Sciences (IES) for an exploration grant in the amount of $1,700,000. The team has conducted several pilot studies to begin this
work.
Data collection (Spring 2021)
Supported by a $2,000 grant through the Council for Community-Based Partnerships at UA
For this study, Dr. Hodges is leading an online book club for middle grade teachers. The goal of the book club is to develop teachers’ competencies for
writing. The teachers are reading three texts focused on giving feedback, hosting conferences, and providing support to English Language Learners. The
study is funded by a $2,000 grant through the Council for Community-Based Partnerships (CCBP) for which Dr. Hodges was recognized as an Excellent
Faculty-Engaged Scholar. The study start was delayed due to COVID-19 and is beginning Fall 2020.
Donovan, C. (PI), Hodges, T. S. (Co-PI), & Coleman, J. (Co-I). Science of writing pilot study. Contract with Alabama Reading Initiative (ARI) and Alabama State
Department of Education (ASLDE). 11/01/2020 – 07/31/2022.
Study development in progress (Summer 2020)
Pending contract in partnership with Alabama Reading Initiative (ARI) and ALSDE
This study is under funding consideration through a contract with the Alabama State Department of Education (ALSDE). If funded, this project will provide foundational knowledge about writing to literacy coaches across Alabama. The study will take place over two years, with extensions to local school
beginning after the initial pilot program.
Hodges, T. S. (PI)., Coleman, J. M. (Co-I), & Donovan, C. (Co-I). Literacy deserts or floods: Perspectives of rural teachers and preservice teachers on digital
writing instruction and preparation amidst COVID-19. 09/01/2020 – 07/30/2021.
Study development in progress (Summer 2020)
Data Collection (Fall 2020)
Building on a new avenue of research and in response to COVID-19, this research team is interviewing preservice and inservice teachers who were active
during the Spring and Fall 2020 semesters. For preservice teachers, we are interested in understanding their perspectives about learning to teach writing in
response to COVID-19. With inservice teachers, we are interested in understanding their perspectives about teaching writing during COVID-19. This study
will inform educators and policy makers about the intersections of virtual, distance, and remote learning with writing instruction.
Hodges, T. S. (PI)., Coleman, J. M., & Donovan, C. D. Preservice and inservice teacher self-efficacy beliefs about writing instruction in virtual, distance, and
remote settings: Survey development.
01/01/2021 – 12/31/2022.
Study development (Fall 2020)
UA RGC funding under review (Fall 2020)
Combining my research on teacher self-efficacy, we are updating the PTSWI and ITSWI to measure teachers’ self-efficacy for virtual writing instruction.
This study will assess teachers’ efficacy and provide a virtual writing book club for preservice teachers. This study will illuminate concerns with learning to
teach writing virtually.
Hodges, T. S. (PI), Wright, K. L. (Co-PI), Dismuke, S. (Co-PI), Boedeker, P., Donovan, C., & Coleman, J. M. Analyzing teacher beliefs, classroom practices, writing
motivation, and writing achievement in middle school. July 2018 – August 2025.
Data analysis in progress
Institute of Education Sciences (IES) Grant funding under consideration (August 2020)
For this project, the research team is modeling how teacher beliefs and self-efficacy for writing influence instructional practices, and the extent to which
those instructional practices increase student writing achievement and motivation to write. This project is currently under review for funding at the
Institute of Education Sciences (IES) for an exploration grant in the amount of $1,700,000. The team has conducted several pilot studies to begin this
work.
