Research
Research in Progress
Reading and Writing Science in the Elementary School: Examining Domain-Specific Language Arts in the AMSTI Curriculum and Professional Development, Teaching and Children’s Learning
Donovan, C. A., & Coleman, J. M., The University of Alabama
ABSTRACT
The purpose of this multi-year study is to determine the nature of the language arts components and teaching included in the AMSTI curriculum in grades K-5. More specifically, we propose to examine 1) the K-5 AMSTI science kit materials and curriculum for their inclusion of discipline-specific language arts (e.g., reading, writing, speaking, and use of visuals/graphic representations for science); 2) the teacher training that is provided through face-to-face and online professional development for inclusion of discipline-specific language arts; 3) teaching with the kits for a sample of actual language (oral and written) used by teachers and children during instruction utilizing the AMSTI kits; and 4) children’s science writing (including creating of visuals) in schools that do and do not use the AMSTI curriculum in order to describe possible impact of the AMSTI curriculum on children’s writing and visuals production in different science genres including explanatory, information report, and procedural texts.
Donovan, C. A., & Coleman, J. M., The University of Alabama
ABSTRACT
The purpose of this multi-year study is to determine the nature of the language arts components and teaching included in the AMSTI curriculum in grades K-5. More specifically, we propose to examine 1) the K-5 AMSTI science kit materials and curriculum for their inclusion of discipline-specific language arts (e.g., reading, writing, speaking, and use of visuals/graphic representations for science); 2) the teacher training that is provided through face-to-face and online professional development for inclusion of discipline-specific language arts; 3) teaching with the kits for a sample of actual language (oral and written) used by teachers and children during instruction utilizing the AMSTI kits; and 4) children’s science writing (including creating of visuals) in schools that do and do not use the AMSTI curriculum in order to describe possible impact of the AMSTI curriculum on children’s writing and visuals production in different science genres including explanatory, information report, and procedural texts.
Explanatory Writing Development in the Elementary Grades
Donovan, C. A., The University of Alabama
Smolkin, L. B., University of Virginia
ABSTRACT
The purpose of this study is to explore the development of children’s ability to provide written explanations of science phenomenon (e.g., how or why something works). Writing from K-5 children in different schools was collected at the beginning, middle, and end of two school years.
Donovan, C. A., The University of Alabama
Smolkin, L. B., University of Virginia
ABSTRACT
The purpose of this study is to explore the development of children’s ability to provide written explanations of science phenomenon (e.g., how or why something works). Writing from K-5 children in different schools was collected at the beginning, middle, and end of two school years.
The Development of Writing for Different Purposes in the Elementary Grades
Donovan, C. A., The University of Alabama
Smolkin, L. B., University of Virginia
ABSTRACT
The purpose of this multi-year study is to explore the development of children’s writing in three genre: story, information report, and explanation. Writing from K-5 children in two different schools was collected at the beginning, middle, and end of two school years. The second year included an instructional support through professional development. Years 3 and 4 included collection of writing samples from children who had, in years 1 and 2, completed all samples.
Donovan, C. A., The University of Alabama
Smolkin, L. B., University of Virginia
ABSTRACT
The purpose of this multi-year study is to explore the development of children’s writing in three genre: story, information report, and explanation. Writing from K-5 children in two different schools was collected at the beginning, middle, and end of two school years. The second year included an instructional support through professional development. Years 3 and 4 included collection of writing samples from children who had, in years 1 and 2, completed all samples.
Research Projects in Development
Evaluating the Impact of Teachers’ Use of Instructional Strategies to Address Academic and Behavioral Difficulties of Students
Swoszowski, N., & Donovan, C. A. The University of Alabama
Longitudinal Impact of Participation in PreK on Later Academic Success
Fondren, C., Tuscaloosa City Schools
Donovan, C. A., The University of Alabama
Swoszowski, N., & Donovan, C. A. The University of Alabama
Longitudinal Impact of Participation in PreK on Later Academic Success
Fondren, C., Tuscaloosa City Schools
Donovan, C. A., The University of Alabama
Graduate Students
Emerging Literacy Researchers Project
Graduate students are invited to participate in ongoing research being conducted by Center faculty. Center faculty will identify projects where graduate students can learn about and participate in research design, data collection, data analysis, and writing results for research conference proposals and research and practitioner papers.
Check back for a list of projects and information about participation.
Emerging Literacy Scholars Seminars
Graduate students are invited to attend seminars on topics related to academic scholarship in Literacy Education. This will be an opportunity for graduate students interested in literacy research and academic positions in literacy education to discuss issues relevant to academic work in the field. Seminars will cover a range of topics such as:
Check back for Fall 2018 Seminar dates.
Emerging Literacy Teacher Educator Seminars
Graduate students are invited to meet with Literacy Faculty to discuss the preparation of P-12 teachers and explore possibilities for working with literacy faculty in the design and delivery of literacy education courses. Possible topics include:
Graduate students are invited to participate in ongoing research being conducted by Center faculty. Center faculty will identify projects where graduate students can learn about and participate in research design, data collection, data analysis, and writing results for research conference proposals and research and practitioner papers.
Check back for a list of projects and information about participation.
Emerging Literacy Scholars Seminars
Graduate students are invited to attend seminars on topics related to academic scholarship in Literacy Education. This will be an opportunity for graduate students interested in literacy research and academic positions in literacy education to discuss issues relevant to academic work in the field. Seminars will cover a range of topics such as:
- Literacy Research Organizations and Publication Outlets
- Writing Research Conference Proposals
- Funding for Graduate Student Research and Writing Proposals
- Preparing for Research Presentations
- Current Research in the Field
- Topics of Interest to Literacy Scholars: What’s Changing, Not Changing, and Being Debated in the Field
Check back for Fall 2018 Seminar dates.
Emerging Literacy Teacher Educator Seminars
Graduate students are invited to meet with Literacy Faculty to discuss the preparation of P-12 teachers and explore possibilities for working with literacy faculty in the design and delivery of literacy education courses. Possible topics include:
- Approaches to Literacy Teacher Preparation
- Issues of Context to Teaching Teachers to Teach Reading and Language Arts
- The Impact of the Common Core on Elementary Literacy Teaching
