@article{jones_grifenhagen_mckinney_2024, title={Lessons learned from remote, early-literacy instruction}, volume={8}, ISSN={["1741-2919"]}, url={https://doi.org/10.1177/14687984241281206}, DOI={10.1177/14687984241281206}, abstractNote={The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.}, journal={JOURNAL OF EARLY CHILDHOOD LITERACY}, author={Jones, Jill S. and Grifenhagen, Jill F. and Mckinney, Stephen}, year={2024}, month={Aug} }
 @article{jones_nieuwsma_rende_carrier_refvem_delgado_grifenhagen_huff_2022, title={Leveraging the epistemic emotion of awe as a pedagogical tool to teach science}, volume={10}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2133557}, DOI={10.1080/09500693.2022.2133557}, abstractNote={ABSTRACT Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teachers completed a survey of awe perceptions and experiences and participated in a semi-structured interview. Results showed that science teachers report using awe-invoking classroom experiences in a variety of science disciplines with the intention of leveraging the emotional response in ways that facilitate learning outcomes and inspire long-term science interest. Teachers also reported numerous dispositional factors they perceived as being influential in governing awe experiences in science instruction including age, prior experiences, interest, curiosity, and the presence of co-occurring emotions. This study adds to the developing body of work around awe and science instruction, supports the findings from other fields related to the epistemic and self-transcendent nature of awe, and suggests that awe can be used to enhance science teaching and learning.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Nieuwsma, Julianna and Rende, K. and Carrier, Sarah and Refvem, Emma and Delgado, Cesar and Grifenhagen, Jill and Huff, Pamela}, year={2022}, month={Oct} }
 @article{grifenhagen_barnes_2022, title={Reimagining Discourse in the Classroom}, volume={4}, ISSN={["1936-2714"]}, url={https://doi.org/10.1002/trtr.2108}, DOI={10.1002/trtr.2108}, abstractNote={AbstractClassroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context, including the field's growing understanding of the importance of knowledge for literacy, increasingly diverse student populations, and the rising prevalence of technology for instruction. Two traditional classroom discourse practices, sharing time and small‐group discussions, are revisited with these considerations. Suggestions are presented for how educators may update their approach to facilitating these types of discourse activities.}, journal={READING TEACHER}, publisher={Wiley}, author={Grifenhagen, Jill F. and Barnes, Erica M.}, year={2022}, month={Apr} }
 @article{grifenhagen_jones_2022, title={University-based literacy coaches as outsiders to the rural school context}, volume={114}, ISSN={["1879-2480"]}, url={https://doi.org/10.1016/j.tate.2022.103694}, DOI={10.1016/j.tate.2022.103694}, abstractNote={This study examines how social positioning as outsiders shaped how university-based literacy coaches supported novice, primary-grade teachers in a distance-coaching model. Coaches were external to the rural schools, districts, and communities where they coached. Grounded in a sociocultural perspective, we analyzed coach and teacher interviews to understand the positioning of a literacy coach as an outsider and how coaches provided professional development in this context. Findings include benefits and challenges of outsider coaching and coach actions to facilitate productive partnerships. The coaches were positioned as outsiders by role and institutional affiliation, yet insiders by social interactions with individual teachers.}, journal={TEACHING AND TEACHER EDUCATION}, publisher={Elsevier BV}, author={Grifenhagen, Jill F. and Jones, Jill S.}, year={2022}, month={Jun} }
 @article{davis_samuelson_griefenhagen_delaco_relyea_2021, title={Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains}, volume={57}, ISSN={1936-2722}, url={http://dx.doi.org/10.1002/rrq.445}, DOI={10.1002/rrq.445}, abstractNote={AbstractMuch of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in two domains: alphabetic code/word reading and meaning/connected text processes. Using this instrument, we sought to determine if teachers’ knowledge of the two proposed domains was highly associated and if knowledge was related to level of education and amount of teaching experience. We report on the reliability and validity of the KnERDI and describe patterns in educators’ performance on this instrument. We found that the KnERDI measured both domains with acceptable reliability in multiple samples of educators enrolled in an online professional development course. Educators scored higher on the meaning/connected text process subscale than on the alphabetic code/word reading subscale. The two subscales were strongly correlated, indicating that teachers’ knowledge as measured on the KnERDI is a unidimensional construct. Advanced degree completion was not consistently related to educators’ scores on the KnERDI, but there was a positive association between educators’ performance on the instrument and their years of experience teaching early reading, particularly with respect to the code‐based domain. We discuss potential uses of the KnERDI in future research and practice, positive trends in educators’ performance on the instrument, and challenges in measuring educators’ knowledge for supporting higher‐level language and comprehension processes.}, number={3 (Jul/Aug/Sep 2022)}, journal={Reading Research Quarterly}, publisher={Wiley Online Library}, author={Davis, D. and Samuelson, C. and Griefenhagen, J. and Delaco, R. and Relyea, J.}, year={2021}, month={Oct}, pages={781–804} }
 @article{grifenhagen_dickinson_2021, title={Preparing pre-service early childhood teachers to support child language support}, volume={12}, ISSN={["1745-5642"]}, url={https://doi.org/10.1080/10901027.2021.2015491}, DOI={10.1080/10901027.2021.2015491}, abstractNote={ABSTRACT This study addresses the dearth of research on preparing pre-service early childhood educators to support young children’s language development. Taking a design-based approach to an undergraduate course for early childhood majors, qualitative data analysis examined the seven participating pre-service teachers’ knowledge of, perspectives on, and strategies for facilitating language development. In addition to traditional course content and assignments on language development, pre-service teachers explored sociocultural influences on language, participated in in-class and field-based practical experiences, videotaped and reflected on their work with preschool children, and engaged in coaching and feedback with peers and course instructors. In response to ongoing data collection and analysis, course elements were adjusted to meet emerging needs of the pre-service teachers. Findings indicate participants gained knowledge in language development, shifted perspectives on the value of linguistic diversity, demonstrated analytical reflection that led to action, expanded their view of the role of the teacher in language facilitation, and connected course content to their teaching practice. Implications of the findings for practice- and social-justice-oriented teacher education and limitations of the study context are discussed.}, journal={JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION}, author={Grifenhagen, Jill F. and Dickinson, David K.}, year={2021}, month={Dec} }
 @article{grifenhagen_carrier_scharen_fiocca_2021, title={Touch-Talk-Text: Science Practices and Language for Reading Comprehension}, volume={7}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.2033}, abstractNote={AbstractElementary teachers are tasked with teaching the language and literacy strategies and skills leading to reading comprehension while also teaching disciplinary content that is the subject of texts, frequently with limited instructional time. Prior research demonstrates that an integrated approach to science and literacy instruction featuring authentic, hands‐on science experiences increases student learning. The authors have developed an instructional framework, Touch‐Talk‐Text, for elementary classrooms. This framework emphasizes student engagement in authentic science practices integrated with meaningful science discourse and connected to comprehending science‐related texts to support comprehension. The authors provide two examples of how this framework has been enacted in classrooms, one from lower elementary and one from upper elementary grades, and share strategies for how classroom teachers can implement it into their current science and literacy teaching practices.}, journal={READING TEACHER}, author={Grifenhagen, Jill F. and Carrier, Sarah J. and Scharen, Danielle R. and Fiocca, Stephanie J.}, year={2021}, month={Jul} }
 @article{deiaco_samuelson_grifenhagen_davis_kosanovich_2022, title={Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction}, volume={5}, url={https://doi.org/10.1080/19388071.2021.1921889}, DOI={10.1080/19388071.2021.1921889}, abstractNote={ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={DeIaco, Robyn and Samuelson, Courtney and Grifenhagen, Jill and Davis, Dennis S. and Kosanovich, Marcia}, year={2022}, month={Jan}, pages={1–28} }
 @article{outlaw_grifenhagen_2021, title={Supporting Novice K-2 Teachers' Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools}, volume={60}, ISSN={["1938-8063"]}, url={https://doi.org/10.1080/19388071.2020.1822474}, DOI={10.1080/19388071.2020.1822474}, abstractNote={ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.}, number={3}, journal={LITERACY RESEARCH AND INSTRUCTION}, author={Outlaw, Janet K. and Grifenhagen, J. F.}, year={2021}, pages={242–263} }
 @article{carrier_grifenhagen_2019, title={Academic Vocabulary Support for Elementary Science Pre-Service Teachers}, volume={31}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2019.1666631}, DOI={10.1080/1046560X.2019.1666631}, abstractNote={ABSTRACT The academic language of science includes science content words and words that describe the practices of scientists. The present study examined science vocabulary knowledge and science vocabulary instruction practices of pre-service teachers enrolled in a primary science methods course. This exploratory mixed-methods study presents quantitative data of the pre-service teachers’ personal science vocabulary development during their science methods course including science vocabulary instruction strategies in science lessons taught to peers. Despite significant science vocabulary knowledge growth over the course of the semester, there were inconsistencies regarding their applications of science vocabulary and vocabulary instruction strategies. Interviews reveal the challenge of attempting to disrupt years of memorization strategies for learning science vocabulary. We conclude with recommendations for science teacher educators.}, number={2}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Grifenhagen, Jill F.}, year={2019}, month={Sep}, pages={1–19} }
 @article{barnes_grifenhagen_dickinson_2019, title={Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space}, volume={47}, ISSN={0305-0009 1469-7602}, url={http://dx.doi.org/10.1017/S0305000919000199}, DOI={10.1017/S0305000919000199}, abstractNote={AbstractIn this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of teacher–child talk and amount of academic vocabulary, and then coded for instances of academic/food, social/personal, and management talk to highlight the degree of hybridity of talk within this unique setting. Cluster analysis revealed four distinct patterns of teacher–child mealtime interactions in 44 Head Start preschool classrooms: classroom discourse, home discourse, hybrid-low, and hybrid-high. Multilevel models further demonstrated a relationship among these clusters of teacher–child interactions and children's end-of-year expressive vocabulary scores controlling for ratio of teacher–child talk and pre-test scores. Children in classrooms displaying a hybrid style of mealtime discourse made the greatest gains on measures of expressive vocabulary in contrast to their peers in classrooms displaying other discourse styles.}, number={2}, journal={Journal of Child Language}, publisher={Cambridge University Press (CUP)}, author={Barnes, Erica M. and Grifenhagen, Jill F. and Dickinson, David K.}, year={2019}, month={Apr}, pages={1–21} }
 @article{mcleod_hardy_grifenhagen_2019, title={Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study}, volume={47}, ISSN={["1573-1707"]}, DOI={10.1007/s10643-018-0899-5}, number={2}, journal={EARLY CHILDHOOD EDUCATION JOURNAL}, author={McLeod, Ragan H. and Hardy, Jessica K. and Grifenhagen, Jill F.}, year={2019}, month={Mar}, pages={175–186} }
 @article{barnes_grifenhagen_dickinson_2016, title={Academic Language in Early Childhood Classrooms}, volume={70}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1463}, abstractNote={AbstractThis article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional context. Using the results from this study, we present ideas for noticing and teaching academic language through different instructional settings in early childhood classrooms.}, number={1}, journal={READING TEACHER}, author={Barnes, Erica M. and Grifenhagen, Jill F. and Dickinson, David K.}, year={2016}, pages={39–48} }
 @article{grifenhagen_barnes_collins_dickinson_2017, title={Talking the talk: translating research to practice}, volume={187}, ISSN={["1476-8275"]}, DOI={10.1080/03004430.2016.1246444}, abstractNote={ABSTRACT Decades of research have identified features of classrooms and teachers’ talk that are associated with children’s language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement, enacting the findings of research is of paramount importance. Here, we review current research, identifying factors that support early language development and practices, settings, and materials in early childhood classrooms that are associated with language development. We present findings from our studies and those of others that indicate the pitfalls and promises of past and current instructional practices. Finally, we pose a call to action for researchers and practitioners to improve the quality of children’s language experiences in early childhood classrooms.}, number={3-4}, journal={EARLY CHILD DEVELOPMENT AND CARE}, author={Grifenhagen, Jill F. and Barnes, Erica M. and Collins, Molly F. and Dickinson, David K.}, year={2017}, pages={509–526} }
 @article{barnes_dickinson_grifenhagen_2017, title={The role of teachers' comments during book reading in children's vocabulary growth}, volume={110}, ISSN={["1940-0675"]}, DOI={10.1080/00220671.2015.1134422}, abstractNote={ABSTRACT This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start typical). Descriptive analyses reveal that teachers used informative comments that gave or explained information more frequently than comments that responded to children's utterances, and that these comments contained more conceptually focused content than vocabulary or skills content. Responsive and conceptually focused comments were significantly related to the children's receptive vocabulary growth, and were moderated by children's initial language ability indicating the presence of the Matthew Effect. These findings underscore the importance of integrating instructional comments into book reading sessions, and the need to differentiate instruction based on children's initial vocabulary sizes. Practical implications are discussed.}, number={5}, journal={JOURNAL OF EDUCATIONAL RESEARCH}, author={Barnes, Erica M. and Dickinson, David K. and Grifenhagen, Jill F.}, year={2017}, pages={515–527} }
 @article{dickinson_hofer_barnes_grifenhagen_2014, title={Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach}, volume={29}, ISSN={0885-2006}, url={http://dx.doi.org/10.1016/J.ECRESQ.2014.02.006}, DOI={10.1016/J.ECRESQ.2014.02.006}, abstractNote={This study examined teacher language use in Head Start classrooms (N = 43) from the perspective of the Systemic Linguistics Approach (SLA) to describe the nature of teacher support for children's acquisition of academic language and factors that shape language use. Using a sample of teachers who were part of a larger study on early language/literacy curricula, we hypothesized that evidence of emergent academic language registers might be identified using utterance-level descriptions of language and that language use would vary across the three settings examined: Book Reading, Group Content Instruction, and Small Group Instruction. Differences in overall patterns of language were also expected to relate to teachers' pedagogical skill and the intervention condition to which they were exposed in the larger study. Language use within setting was expected to vary by the content of instruction and, in Book Reading, the books being read. These hypotheses were examined using a corpus of 146,000 teacher utterances from a study in Head Start pre-kindergarten classrooms that included a business-as-usual condition and two intervention conditions. Language variables included use of sophisticated vocabulary, diversity of words used, number of words used, and syntactic complexity; semantic content variables included talk about vocabulary, concepts, and skills. We found evidence of emergent academic registers in Book Reading, Group Content Instructional Time and Small Group Instruction; differences in teacher talk were associated primarily with setting, and few differences related to teacher pedagogical skill or intervention condition. Language use during Book Reading was affected by the type of book read. Our findings identify factors that should be considered when planning interventions and studying classroom language.}, number={3}, journal={Early Childhood Research Quarterly}, publisher={Elsevier BV}, author={Dickinson, David K. and Hofer, Kerry G. and Barnes, Erica M. and Grifenhagen, Jill F.}, year={2014}, pages={231–244} }