Dana Grisham | National University, San Diego (original) (raw)
Papers by Dana Grisham
Http Dx Doi Org 10 1080 01411594 2012 734476, Dec 19, 2012
Research in the Teaching of English
Action in Teacher Education, 2019
The purpose of this study was to understand how writing teacher educators, who used research-base... more The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb's experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.
Literacy Research and Instruction, 2019
In response to the dearth of research on K to 6 teacher preparation for teaching writing, we inve... more In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors' course assignments. Participants' courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates' self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates' development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored. KEYWORDS Writing methods courses; writing pedagogy; writing methods course assignments; writing methods instructors; preservice teacher education In the last decade, much attention has focused on reading teacher preparation (e.g., Dillon,
Reading Psychology, 2017
This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and... more This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested.
A study examined how teachers' attitudes and beliefs affect their enactment of literaturebased cu... more A study examined how teachers' attitudes and beliefs affect their enactment of literaturebased curriculum materials, whether student attitudes differ in accordance with the teacher's orientation, and whether student achievement in reading and writing differ in whole language and traditional classrooms. Two "whole language" and two "traditional" teachers in four intact suburban fourthgrade classrooms in southern California were chosen. Teachers were observed for over 100 hours over 1 year. Pretest and posttest reading and writing attitude measures, and reading achievement tests were administered. Writing samples were taken at three points. Analysis of teacher, principal, and student interviews present the insider's view of the classroom. No statistically significant differences were found in reading. On attitude measures classes were split between one whole language and one traditional teacher. Students in the traditional teachers' clasp-_-:-significantly outscored those in whole language classes on writing measures. Results presented represent work in progress with full data analysis to be completed in June 1993. Analysis of qualitative data is incomplete. (Eight tables of data are included; 30 references are attached.) (RS)
International Reading Association, 2005
Teacher Education Quarterly, 2002
International Reading Association, 2005
A study investigated how literature-based reading/language arts materials were being used in two ... more A study investigated how literature-based reading/language arts materials were being used in two "exemplary" third/fourth grade combination classes, the influence of teacher epistemology on classroom instruction, and whether teachers were enacting the whole language emphasis mandated by the state. One of the two partiipating teachers had over 20 years experience and the other had 3 yearn experience in a large southern California urban school district. Data sources included: classroom observations and videotapes of the language arts segments of the school day 2 days per week for 3 co%secutive weeks; interviews with six students from each class; and reading and writing attitude measures. Results indicated that: (1) each teacher had coherent theories of how reading should be taught, and used theory to guide her practice; (2) both teachers appeared to be integrating the language arts as envisioned by California's English/Language Arts Framework, but the textbook was the preeminent authority; (3) fewer worksheets and workbook assignments were given, and more authentic skills-based assignments were generated, than has been shown to be the case in past studies; (4) both teachers felt free to construct curriculum for their students; (5) reading and writing attitudes of the students were generally positive; and (6) collaborative learning was common in both classes, but there was still much lecturing and recitation. Findings suggest that both of the teachers studied have epistemological stances that are far from a constructivist epistemology of teaching and militate against the tenets of whole language. Two teacher-generated figures representing their conceptions of classrooms, and a preliminary model of teacher epistemological stance are attached. (Contains 62 references.) (RS)
Issues in Teacher Education, Apr 1, 2008
Issues in Teacher Education, Spring 2008 Research has identified certain comprehension strategies... more Issues in Teacher Education, Spring 2008 Research has identified certain comprehension strategies that seem to work in an optimal manner to increase the reading comprehension of K-12 students. However, little evidence exists about whether teachers use identified, research-based strategies when teaching (Rand Research Study Group, 2002). In view of the critical nature of literacy achievement for diverse populations and demographics, research on this topic is critical. The study reported here was conducted with graduate students in San Diego State University's (SDSU) advanced reading specialist credential program, where they are taught reading comprehension strategies as well as observed and evaluated as they teach these strategies during clinical work with students. As Graduate Reading Program Coordinator, the researcher along with her colleagues was interested in determining the impact program instruction and experiences had on the pedagogical practices of our graduates. Studies by Durkin in the 1970s established that teachers spent a limited time on reading comprehension instruction. This body of work led to an intense study of reading comprehension (see Fitzgerald, 1990; Flood, 1984 a and b; Pearson & Johnson, 1978). Throughout the 1970s and 1980s, research on comprehension instruction flourished (Gaffney & Anderson, 2000). However, during the late part of the twentieth century, research into this critical area languished (Pressley, 2002). Recently there has been a resurgence of research on this topic. For example, the effects of teaching and using a number of reading comprehension strategies on students' reading comprehension has been estab
This study examined teachers' experiences in the Washington state-mandated educational reform pro... more This study examined teachers' experiences in the Washington state-mandated educational reform process, their pedagogical responses to the reform initiatives, and the way in which these were mediated by professional development activities such as those initiated by the Goals 2000 project.
Reading Teacher, Nov 1, 2013
Journal of Reading Education, 2003
Http Dx Doi Org 10 1080 01411594 2012 734476, Dec 19, 2012
Research in the Teaching of English
Action in Teacher Education, 2019
The purpose of this study was to understand how writing teacher educators, who used research-base... more The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb's experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.
Literacy Research and Instruction, 2019
In response to the dearth of research on K to 6 teacher preparation for teaching writing, we inve... more In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors' course assignments. Participants' courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates' self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates' development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored. KEYWORDS Writing methods courses; writing pedagogy; writing methods course assignments; writing methods instructors; preservice teacher education In the last decade, much attention has focused on reading teacher preparation (e.g., Dillon,
Reading Psychology, 2017
This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and... more This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested.
A study examined how teachers' attitudes and beliefs affect their enactment of literaturebased cu... more A study examined how teachers' attitudes and beliefs affect their enactment of literaturebased curriculum materials, whether student attitudes differ in accordance with the teacher's orientation, and whether student achievement in reading and writing differ in whole language and traditional classrooms. Two "whole language" and two "traditional" teachers in four intact suburban fourthgrade classrooms in southern California were chosen. Teachers were observed for over 100 hours over 1 year. Pretest and posttest reading and writing attitude measures, and reading achievement tests were administered. Writing samples were taken at three points. Analysis of teacher, principal, and student interviews present the insider's view of the classroom. No statistically significant differences were found in reading. On attitude measures classes were split between one whole language and one traditional teacher. Students in the traditional teachers' clasp-_-:-significantly outscored those in whole language classes on writing measures. Results presented represent work in progress with full data analysis to be completed in June 1993. Analysis of qualitative data is incomplete. (Eight tables of data are included; 30 references are attached.) (RS)
International Reading Association, 2005
Teacher Education Quarterly, 2002
International Reading Association, 2005
A study investigated how literature-based reading/language arts materials were being used in two ... more A study investigated how literature-based reading/language arts materials were being used in two "exemplary" third/fourth grade combination classes, the influence of teacher epistemology on classroom instruction, and whether teachers were enacting the whole language emphasis mandated by the state. One of the two partiipating teachers had over 20 years experience and the other had 3 yearn experience in a large southern California urban school district. Data sources included: classroom observations and videotapes of the language arts segments of the school day 2 days per week for 3 co%secutive weeks; interviews with six students from each class; and reading and writing attitude measures. Results indicated that: (1) each teacher had coherent theories of how reading should be taught, and used theory to guide her practice; (2) both teachers appeared to be integrating the language arts as envisioned by California's English/Language Arts Framework, but the textbook was the preeminent authority; (3) fewer worksheets and workbook assignments were given, and more authentic skills-based assignments were generated, than has been shown to be the case in past studies; (4) both teachers felt free to construct curriculum for their students; (5) reading and writing attitudes of the students were generally positive; and (6) collaborative learning was common in both classes, but there was still much lecturing and recitation. Findings suggest that both of the teachers studied have epistemological stances that are far from a constructivist epistemology of teaching and militate against the tenets of whole language. Two teacher-generated figures representing their conceptions of classrooms, and a preliminary model of teacher epistemological stance are attached. (Contains 62 references.) (RS)
Issues in Teacher Education, Apr 1, 2008
Issues in Teacher Education, Spring 2008 Research has identified certain comprehension strategies... more Issues in Teacher Education, Spring 2008 Research has identified certain comprehension strategies that seem to work in an optimal manner to increase the reading comprehension of K-12 students. However, little evidence exists about whether teachers use identified, research-based strategies when teaching (Rand Research Study Group, 2002). In view of the critical nature of literacy achievement for diverse populations and demographics, research on this topic is critical. The study reported here was conducted with graduate students in San Diego State University's (SDSU) advanced reading specialist credential program, where they are taught reading comprehension strategies as well as observed and evaluated as they teach these strategies during clinical work with students. As Graduate Reading Program Coordinator, the researcher along with her colleagues was interested in determining the impact program instruction and experiences had on the pedagogical practices of our graduates. Studies by Durkin in the 1970s established that teachers spent a limited time on reading comprehension instruction. This body of work led to an intense study of reading comprehension (see Fitzgerald, 1990; Flood, 1984 a and b; Pearson & Johnson, 1978). Throughout the 1970s and 1980s, research on comprehension instruction flourished (Gaffney & Anderson, 2000). However, during the late part of the twentieth century, research into this critical area languished (Pressley, 2002). Recently there has been a resurgence of research on this topic. For example, the effects of teaching and using a number of reading comprehension strategies on students' reading comprehension has been estab
This study examined teachers' experiences in the Washington state-mandated educational reform pro... more This study examined teachers' experiences in the Washington state-mandated educational reform process, their pedagogical responses to the reform initiatives, and the way in which these were mediated by professional development activities such as those initiated by the Goals 2000 project.
Reading Teacher, Nov 1, 2013
Journal of Reading Education, 2003
The California Reader, 2010
The Princeton online dictionary (http://wordnetweb.princeton.edu/) defines the term "sea change" ... more The Princeton online dictionary (http://wordnetweb.princeton.edu/) defines the term "sea change" as a profound transformation. We believe that the past decade has seen such a sea change in educational intervention, particularly as it relates to interventions (rather than "remediation") in literacy instruction. Historically, teachers and other educators utilized the discrepancy model to identify students who were struggling with literacy. This meant capturing a standard deviation in the means between I.Q. and achievement level; something that is not easily done. As a result, students often were not afforded systematic extra assistance in reading until third or fourth grade, when targeted services were usually provided by a reading specialist in a pullout or push-in program. Referral to special education sometimes followed the initial intervention.
An innovative, practical guide for middle and high school teachers, this book is packed with spec... more An innovative, practical guide for middle and high school teachers, this book is packed with specific ways that technology can help serve the goals of effective writing instruction. It provides ready-to-implement strategies for teaching students to compose and edit written work electronically; conduct Internet inquiry; create blogs, websites, and podcasts; and use text messaging and Twitter productively. The book is grounded in state-of-the-art research on the writing process and the role of writing in content area learning. Teacher-friendly features include vivid classroom examples, differentiation tips, links to online resources, and reproducible worksheets and forms.