Kathleen M Wilson | University of Nebraska Lincoln (original) (raw)

Papers by Kathleen M Wilson

The Unified Learning Model, 2009

The Unified Learning Model, 2009

Recherche, Jul 1, 2003

Livre: Assessment and instruction booklet (3rd ed ) WILSON Kathleen M., CALFEE Robert, GRAVES Mic... more Livre: Assessment and instruction booklet (3rd ed ) WILSON Kathleen M., CALFEE Robert, GRAVES Michael F., TRAININ Guy.

Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kat... more Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kathleen, CALFEE Robert, GRAVES Michael.

Reading Psychology, May 1, 2007

This study examined factors affecting motivation for reading, writing, and spelling in primary gr... more This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived ...

Translating theory and research into educational practice: developments in content domains, large scale reform, and intellectual capacity, Mar 21, 2006

In this chapter, we present an account of selectedresearch and development programs in the litera... more In this chapter, we present an account of selectedresearch and development programs in the literacy arena conducted over the last decade under the directionofR. C. Calfeeincollaborationwithhiscoauthors. Threespecificprojects provide context and empirical findings for approaching the issue of translationof researchintopractice. Followingarebrief sketchesof eachpro-ject, laying out the framework and research strategy along with goals for practice. All three projects explore professional development strategies designed to ...

The Unified Learning Model, 2009

In Chapter 4 entitled “Knowledge”, we spent some time discussing what is meant by knowledge. Here... more In Chapter 4 entitled “Knowledge”, we spent some time discussing what is meant by knowledge. Here are a few things we might ask students to doRecite from memory, the Pledge of AllegianceUse your own words to explain the statement, “The state at the center of the earth is igneous fusion.”

A critical component of reading development identified by the National Reading Panel (2002) is fl... more A critical component of reading development identified by the National Reading Panel (2002) is fluency. Fluency is often described as accurate, rapid, and expressive reading (Kuhn & Stahl, 2003), and is generally acknowledged to be an outcome of well-developed word recognition skills. Recently, researchers have placed considerable focus on the understanding of fluency development; the factors that influence fluency growth, and methods or approaches that help produce fluent readers [See Kuhn & Stahl (2003) and ...

The Unified Learning Model, 2009

for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associat... more for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associate Professor Teaching, Learning and Teacher Education University of Nebraska, Lincoln Title: iContact: Digital Feedback Offered and Used (or not!) in a Clinical Graduate Course Abstract: Quality formative feedback is an integral component contributing to growth in all learners (Shute, 2008). The introduction and convenience of digital devices like iPads and online applications such as Google Docs have created the potential to move formative feedback and professional development to a new level (Borko, Whitcomb, & Liston, 2009). This multi‐level case study examined the individualized digital feedback offered to in‐service teachers in a graduate clinical course and the changes in their teaching that followed. We studied what characteristics differentiate the type and quality of feedback needed to support positive change in teacher practices that have the potential to foster increases in stud...

for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associat... more for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associate Professor Teaching, Learning and Teacher Education University of Nebraska, Lincoln Title: iContact: Digital Feedback Offered and Used (or not!) in a Clinical Graduate Course Abstract: Quality formative feedback is an integral component contributing to growth in all learners (Shute, 2008). The introduction and convenience of digital devices like iPads and online applications such as Google Docs have created the potential to move formative feedback and professional development to a new level (Borko, Whitcomb, & Liston, 2009). This multi‐level case study examined the individualized digital feedback offered to in‐service teachers in a graduate clinical course and the changes in their teaching that followed. We studied what characteristics differentiate the type and quality of feedback needed to support positive change in teacher practices that have the potential to foster increases in stud...

Much attention has been focused on the application of well-known reading programs. Unfortunately,... more Much attention has been focused on the application of well-known reading programs. Unfortunately, the previous advancements have done little to foster to the needs of students who can be classified as treatment resistant. It is apparent that these reading programs are not addressing the comprehensive needs of the hardest to teach children (NAEP, 2003). The National Reading Panel report (2000) points to phonological processing deficits as a key contributor to reading failure. Central to our study is the belief that reading ...

… and Evaluation in …, 2008

This paper is presented at AERA 2008 and discusses an innovative assessment of silent reading flu... more This paper is presented at AERA 2008 and discusses an innovative assessment of silent reading fluency. Fluency is a critical component of proficient reading. The NRP's conclusions regarding the efficacy of oral reading in instruction and assessment led to an emphasis on oral reading experiences. Ultimately, however, the goal of reading instruction is for students to read extended texts on their own (ie, silently) with comprehension. While previous studies have not been successful in measuring silent reading fluency accurately, ...

A critical component of reading development identified by the National Reading Panel (2002) is fl... more A critical component of reading development identified by the National Reading Panel (2002) is fluency. Fluency is often described as accurate, rapid, and expressive reading (Kuhn & Stahl, 2003), and is generally acknowledged to be an outcome of well-developed word recognition skills. Recently, researchers have placed considerable focus on the understanding of fluency development; the factors that influence fluency growth, and methods or approaches that help produce fluent readers [See Kuhn & Stahl (2003) and ...

Journal of Science Education and Technology, Sep 1, 2005

A zoo outreach program led to placing animals in classrooms where those animals became foci for n... more A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) ...

Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional d... more Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision-making in any classroom. This presentation will provide the DBER attendees with a framework for using formative assessments to inform their ongoing instructional choices. I will define formative assessment and briefly discuss some mechanisms for data collection. I will provide six design features to keep in mind when creating formative assessments and analyzing the data gleaned from them. Finally, I will discuss work in which I am engaged that involves the integration of inquiry-based formative assessment in K-12 instruction to meet the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kat... more Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kathleen, CALFEE Robert, GRAVES Michael.

The Unified Learning Model, 2009

The Unified Learning Model, 2009

Recherche, Jul 1, 2003

Livre: Assessment and instruction booklet (3rd ed ) WILSON Kathleen M., CALFEE Robert, GRAVES Mic... more Livre: Assessment and instruction booklet (3rd ed ) WILSON Kathleen M., CALFEE Robert, GRAVES Michael F., TRAININ Guy.

Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kat... more Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kathleen, CALFEE Robert, GRAVES Michael.

Reading Psychology, May 1, 2007

This study examined factors affecting motivation for reading, writing, and spelling in primary gr... more This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived ...

Translating theory and research into educational practice: developments in content domains, large scale reform, and intellectual capacity, Mar 21, 2006

In this chapter, we present an account of selectedresearch and development programs in the litera... more In this chapter, we present an account of selectedresearch and development programs in the literacy arena conducted over the last decade under the directionofR. C. Calfeeincollaborationwithhiscoauthors. Threespecificprojects provide context and empirical findings for approaching the issue of translationof researchintopractice. Followingarebrief sketchesof eachpro-ject, laying out the framework and research strategy along with goals for practice. All three projects explore professional development strategies designed to ...

The Unified Learning Model, 2009

In Chapter 4 entitled “Knowledge”, we spent some time discussing what is meant by knowledge. Here... more In Chapter 4 entitled “Knowledge”, we spent some time discussing what is meant by knowledge. Here are a few things we might ask students to doRecite from memory, the Pledge of AllegianceUse your own words to explain the statement, “The state at the center of the earth is igneous fusion.”

A critical component of reading development identified by the National Reading Panel (2002) is fl... more A critical component of reading development identified by the National Reading Panel (2002) is fluency. Fluency is often described as accurate, rapid, and expressive reading (Kuhn & Stahl, 2003), and is generally acknowledged to be an outcome of well-developed word recognition skills. Recently, researchers have placed considerable focus on the understanding of fluency development; the factors that influence fluency growth, and methods or approaches that help produce fluent readers [See Kuhn & Stahl (2003) and ...

The Unified Learning Model, 2009

for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associat... more for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associate Professor Teaching, Learning and Teacher Education University of Nebraska, Lincoln Title: iContact: Digital Feedback Offered and Used (or not!) in a Clinical Graduate Course Abstract: Quality formative feedback is an integral component contributing to growth in all learners (Shute, 2008). The introduction and convenience of digital devices like iPads and online applications such as Google Docs have created the potential to move formative feedback and professional development to a new level (Borko, Whitcomb, & Liston, 2009). This multi‐level case study examined the individualized digital feedback offered to in‐service teachers in a graduate clinical course and the changes in their teaching that followed. We studied what characteristics differentiate the type and quality of feedback needed to support positive change in teacher practices that have the potential to foster increases in stud...

for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associat... more for DBER Group Discussion on 2014‐02‐20 Presenter(s), Department(s): Dr. Kathleen Wilson Associate Professor Teaching, Learning and Teacher Education University of Nebraska, Lincoln Title: iContact: Digital Feedback Offered and Used (or not!) in a Clinical Graduate Course Abstract: Quality formative feedback is an integral component contributing to growth in all learners (Shute, 2008). The introduction and convenience of digital devices like iPads and online applications such as Google Docs have created the potential to move formative feedback and professional development to a new level (Borko, Whitcomb, & Liston, 2009). This multi‐level case study examined the individualized digital feedback offered to in‐service teachers in a graduate clinical course and the changes in their teaching that followed. We studied what characteristics differentiate the type and quality of feedback needed to support positive change in teacher practices that have the potential to foster increases in stud...

Much attention has been focused on the application of well-known reading programs. Unfortunately,... more Much attention has been focused on the application of well-known reading programs. Unfortunately, the previous advancements have done little to foster to the needs of students who can be classified as treatment resistant. It is apparent that these reading programs are not addressing the comprehensive needs of the hardest to teach children (NAEP, 2003). The National Reading Panel report (2000) points to phonological processing deficits as a key contributor to reading failure. Central to our study is the belief that reading ...

… and Evaluation in …, 2008

This paper is presented at AERA 2008 and discusses an innovative assessment of silent reading flu... more This paper is presented at AERA 2008 and discusses an innovative assessment of silent reading fluency. Fluency is a critical component of proficient reading. The NRP's conclusions regarding the efficacy of oral reading in instruction and assessment led to an emphasis on oral reading experiences. Ultimately, however, the goal of reading instruction is for students to read extended texts on their own (ie, silently) with comprehension. While previous studies have not been successful in measuring silent reading fluency accurately, ...

A critical component of reading development identified by the National Reading Panel (2002) is fl... more A critical component of reading development identified by the National Reading Panel (2002) is fluency. Fluency is often described as accurate, rapid, and expressive reading (Kuhn & Stahl, 2003), and is generally acknowledged to be an outcome of well-developed word recognition skills. Recently, researchers have placed considerable focus on the understanding of fluency development; the factors that influence fluency growth, and methods or approaches that help produce fluent readers [See Kuhn & Stahl (2003) and ...

Journal of Science Education and Technology, Sep 1, 2005

A zoo outreach program led to placing animals in classrooms where those animals became foci for n... more A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) ...

Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional d... more Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision-making in any classroom. This presentation will provide the DBER attendees with a framework for using formative assessments to inform their ongoing instructional choices. I will define formative assessment and briefly discuss some mechanisms for data collection. I will provide six design features to keep in mind when creating formative assessments and analyzing the data gleaned from them. Finally, I will discuss work in which I am engaged that involves the integration of inquiry-based formative assessment in K-12 instruction to meet the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kat... more Livre: Assessments and lesson plans for teaching reading in the 21st century (4th ed ) WILSON Kathleen, CALFEE Robert, GRAVES Michael.

This practitioner research in the form of a case study examined the digital feedback process rela... more This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.