@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={Abstract}, 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{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{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={Abstract}, 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{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{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={Abstract}, journal={READING TEACHER}, author={Grifenhagen, Jill F. and Carrier, Sarah J. and Scharen, Danielle R. and Fiocca, Stephanie J.}, year={2021}, month={Jul} }
 @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{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_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={Abstract}, 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{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{barnes_grifenhagen_dickinson_2016, title={Academic Language in Early Childhood Classrooms}, volume={70}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1463}, abstractNote={Abstract}, number={1}, journal={READING TEACHER}, author={Barnes, Erica M. and Grifenhagen, Jill F. and Dickinson, David K.}, year={2016}, pages={39–48} }
 @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} }