Susanna Hapgood | The University of Toledo (original) (raw)

Susanna Hapgood

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Papers by Susanna Hapgood

Research paper thumbnail of A Framework for Museums' Role in Moral Education

Research paper thumbnail of The Importance of Early STEM Education

Handbook of Research on STEM Education

Research paper thumbnail of Games, School and the Benefits of Inefficiency

The International Journal of Learning: Annual Review

Research paper thumbnail of Longitudinal impact of early childhood science instruction on 5th grade science achievement

International Journal of Science Education

Research paper thumbnail of Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective

Language Teaching Research

Research paper thumbnail of Exploring How Families Do Science Together: Adult-Child Interactions at Community Science Events

School Science and Mathematics

Research paper thumbnail of Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction

Research paper thumbnail of Where Literacy and Science Intersect

Educational Leadership, 2007

Research paper thumbnail of How should learning be structured in inquiry-based science instruction?: investigating the interplay of 1 st - and 2 nd -hand investigations

Proceedings of the 6th International Conference on Learning Sciences, Jun 22, 2004

Research paper thumbnail of Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Journal of the Learning Sciences, Oct 1, 2004

Research paper thumbnail of A Framework for Museums' Role in Moral Education

Research paper thumbnail of Motion in action: A study of second graders' trajectories of experience during guided inquiry science instruction

This interpretive case study describes a 10-day inquiry science program of study of motion down i... more This interpretive case study describes a 10-day inquiry science program of study of motion down inclined planes during which a class of 21 second graders investigated scientific relationships such as mass and speed, speed and momentum, and mass and momentum via both text-based experiences ("second-hand investigations") and hands-on materials-based experiments ("first-hand investigations"). Data sources included over 11 hours of videotaped

Research paper thumbnail of How should learning be structured in inquiry-based science instruction?: investigating the interplay of 1 st-and 2 nd-hand investigations

Research paper thumbnail of Where Literacy and

Learning about the world and sharing one's own discoveries can be powerful motivators for le... more Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively.

Research paper thumbnail of Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions

The Elementary School Journal, 2011

ABSTRACT This article describes the development and initial implementation of the Comprehension a... more ABSTRACT This article describes the development and initial implementation of the Comprehension and Learning from Text Survey (CoLTS), an instrument designed to assess teachers’ specialized knowledge for comprehension instruction in the context of discussion. CoLTS is a paper-and-pencil test that engages teachers in analyzing a text to identify the most important ideas, as well as those text features that might challenge readers’ comprehension. Teachers are also asked to respond to scenarios of teacher-student dialogue about the text in order to reveal (a) their analysis of student responses to questions and comments about the text and (b) their understanding of specific discourse moves designed to engage students in making sense of text ideas. Analysis of teacher responses to the CoLTS tasks provides important information for those who work with teachers to develop their understanding about how to support student comprehension in text-based discussions.

Research paper thumbnail of Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Journal of the Learning Sciences, 2004

Research paper thumbnail of Modified speech element of Fast ForWord-Language not shown to be value-added for improving phonemic awareness or reading skills in primary-grade students with language impairments and concurrent reading difficulties

Evidence-Based Communication Assessment and Intervention, 2010

Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. ... more Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376–387.Source of funding and disclosure of interest: This study was supported by National Institutes of

Research paper thumbnail of Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction

Proceedings of ICLS …, 2000

Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inqu... more Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction Shirley Magnusson, Susanna Hapgood, Annemarie Palincsar and Danielle Ford 4121 School of Education, University of Michigan, 610 E. University, Ann Arbor, MI ...

Research paper thumbnail of Where literacy and science intersect

Educational Leadership, 2006

Research paper thumbnail of It Matters Because It's a Game: Serious Games and Serious Players

International Journal of Learning and Media, 2010

Research paper thumbnail of A Framework for Museums' Role in Moral Education

Research paper thumbnail of The Importance of Early STEM Education

Handbook of Research on STEM Education

Research paper thumbnail of Games, School and the Benefits of Inefficiency

The International Journal of Learning: Annual Review

Research paper thumbnail of Longitudinal impact of early childhood science instruction on 5th grade science achievement

International Journal of Science Education

Research paper thumbnail of Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective

Language Teaching Research

Research paper thumbnail of Exploring How Families Do Science Together: Adult-Child Interactions at Community Science Events

School Science and Mathematics

Research paper thumbnail of Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction

Research paper thumbnail of Where Literacy and Science Intersect

Educational Leadership, 2007

Research paper thumbnail of How should learning be structured in inquiry-based science instruction?: investigating the interplay of 1 st - and 2 nd -hand investigations

Proceedings of the 6th International Conference on Learning Sciences, Jun 22, 2004

Research paper thumbnail of Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Journal of the Learning Sciences, Oct 1, 2004

Research paper thumbnail of A Framework for Museums' Role in Moral Education

Research paper thumbnail of Motion in action: A study of second graders' trajectories of experience during guided inquiry science instruction

This interpretive case study describes a 10-day inquiry science program of study of motion down i... more This interpretive case study describes a 10-day inquiry science program of study of motion down inclined planes during which a class of 21 second graders investigated scientific relationships such as mass and speed, speed and momentum, and mass and momentum via both text-based experiences ("second-hand investigations") and hands-on materials-based experiments ("first-hand investigations"). Data sources included over 11 hours of videotaped

Research paper thumbnail of How should learning be structured in inquiry-based science instruction?: investigating the interplay of 1 st-and 2 nd-hand investigations

Research paper thumbnail of Where Literacy and

Learning about the world and sharing one's own discoveries can be powerful motivators for le... more Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively.

Research paper thumbnail of Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions

The Elementary School Journal, 2011

ABSTRACT This article describes the development and initial implementation of the Comprehension a... more ABSTRACT This article describes the development and initial implementation of the Comprehension and Learning from Text Survey (CoLTS), an instrument designed to assess teachers’ specialized knowledge for comprehension instruction in the context of discussion. CoLTS is a paper-and-pencil test that engages teachers in analyzing a text to identify the most important ideas, as well as those text features that might challenge readers’ comprehension. Teachers are also asked to respond to scenarios of teacher-student dialogue about the text in order to reveal (a) their analysis of student responses to questions and comments about the text and (b) their understanding of specific discourse moves designed to engage students in making sense of text ideas. Analysis of teacher responses to the CoLTS tasks provides important information for those who work with teachers to develop their understanding about how to support student comprehension in text-based discussions.

Research paper thumbnail of Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Journal of the Learning Sciences, 2004

Research paper thumbnail of Modified speech element of Fast ForWord-Language not shown to be value-added for improving phonemic awareness or reading skills in primary-grade students with language impairments and concurrent reading difficulties

Evidence-Based Communication Assessment and Intervention, 2010

Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. ... more Abstracted from: Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376–387.Source of funding and disclosure of interest: This study was supported by National Institutes of

Research paper thumbnail of Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction

Proceedings of ICLS …, 2000

Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inqu... more Investigating the Development of Understanding and Scientific Reasoning via Cycles of Guided Inquiry Instruction Shirley Magnusson, Susanna Hapgood, Annemarie Palincsar and Danielle Ford 4121 School of Education, University of Michigan, 610 E. University, Ann Arbor, MI ...

Research paper thumbnail of Where literacy and science intersect

Educational Leadership, 2006

Research paper thumbnail of It Matters Because It's a Game: Serious Games and Serious Players

International Journal of Learning and Media, 2010

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