@article{palermo_wilson_2020, title={Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study}, volume={12}, ISSN={["2294-3307"]}, DOI={10.17239/jowr-2020.12.01.04}, abstractNote={There is increasing evidence that automated writing evaluation (AWE) systems support the teaching and learning of writing in meaningful ways. However, a dearth of research has explored ways that AWE may be integrated within different instructional contexts and examined the associated effects on students’ writing performance. This paper describes the AWE system MI Write and presents results of a mixed-methods study that investigated the integration and implementation of AWE with writing instruction at the middle-school level, examining AWE integration within both a traditional process approach to writing instruction and with strategy instruction based on the Self-Regulated Strategy Development model. Both instructional contexts were evaluated with respect to fostering growth in students’ first-draft writing quality across successive essays as well as students’ and teachers’ experiences and perceptions of teaching and learning with AWE. Multilevel model analyses indicated that during an eight-week intervention students in both instructional contexts exhibited growth in first-draft writing performance and at comparable rates. Qualitative analyses of interview data revealed that AWE’s influence on instruction was similar across contexts; specifically, the introduction of AWE resulted in both instructional contexts taking on characteristics consistent with a framework for deliberate practice.}, number={1}, journal={JOURNAL OF WRITING RESEARCH}, author={Palermo, Corey and Wilson, Joshua}, year={2020}, month={Jun}, pages={63–108} }
 @article{palermo_thomson_2019, title={Large-scale assessment as professional development: teachers' motivations, ability beliefs, and values}, volume={23}, ISSN={["1747-5120"]}, DOI={10.1080/13664530.2018.1536612}, abstractNote={ABSTRACT In this study, conducted in the United States, the authors examined the motivational characteristics of teachers in the context of a large-scale performance assessment program. Teachers received professional development through their participation in the assessment program by writing items, reviewing items, and reviewing scoring criteria. An expectancy-value theory framework and embedded mixed-methods design were used to examine teachers’ (n = 119) motivations, ability beliefs, and values related to their professional development. Survey results showed that teachers generally had a high degree of intrinsic motivation for and associated social and pedagogical utility value with the professional development. Teachers reported positive ability beliefs, a high degree of usefulness, importance, and interest associated with the professional development, and positive changes to instruction and assessment. Results of multiple regression analyses showed teachers’ intrinsic motivations and ability beliefs predicted changes to instruction and assessments. Interview results illustrated the ways in which knowledge gained from involvement in the assessment program translated to practice. Results provided insight into the complexity of participants’ values, identifying factors that enabled or constrained changes to instruction and assessments.}, number={2}, journal={TEACHER DEVELOPMENT}, author={Palermo, Corey and Thomson, Margareta Maria}, year={2019}, pages={192–212} }
 @article{thomson_palermo_2014, title={Preservice teachers' understanding of their professional goals: Case studies from three different typologies}, volume={44}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2014.08.002}, abstractNote={This study presents three prospective teachers from different typologies describing their teaching goals. Findings illustrate how participants understand in unique ways their goals in relationship with influential factors that helped them crystallize their teaching decisions. Each individual describes goals as related to main teaching motives, identity issues, beliefs, emotions, and commitment. Implications for practice include teacher education programs and policymakers better understanding the personal characteristics of teacher candidates and tailoring their programs to meet the individual needs of future teachers.}, journal={TEACHING AND TEACHER EDUCATION}, author={Thomson, Margareta Maria and Palermo, Corey}, year={2014}, month={Nov}, pages={56–68} }