Jill Grifenhagen

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). Leveraging the epistemic emotion of awe as a pedagogical tool to teach science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1080/09500693.2022.2133557

Grifenhagen, J. F., & Barnes, E. M. (2022, April 8). Reimagining Discourse in the Classroom. READING TEACHER, Vol. 4. https://doi.org/10.1002/trtr.2108

Grifenhagen, J. F., & Jones, J. S. (2022). University-based literacy coaches as outsiders to the rural school context. TEACHING AND TEACHER EDUCATION, 114. https://doi.org/10.1016/j.tate.2022.103694

DeIaco, R., Samuelson, C., Grifenhagen, J., Davis, D. S., & Kosanovich, M. (2022). Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction. Literacy Research and Instruction, 5, 1–28. https://doi.org/10.1080/19388071.2021.1921889

Davis, D., Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. (2021). Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains. Reading Research Quarterly, 57(3 (Jul/Aug/Sep 2022), 781–804. https://doi.org/10.1002/rrq.445

Grifenhagen, J. F., & Dickinson, D. K. (2021, December 12). Preparing pre-service early childhood teachers to support child language support. JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, Vol. 12. https://doi.org/10.1080/10901027.2021.2015491

Outlaw, J. K., & Grifenhagen, J. F. (2021). Supporting Novice K-2 Teachers' Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools. LITERACY RESEARCH AND INSTRUCTION, 60(3), 242–263. https://doi.org/10.1080/19388071.2020.1822474

Grifenhagen, J. F., Carrier, S. J., Scharen, D. R., & Fiocca, S. J. (2021, July 1). Touch-Talk-Text: Science Practices and Language for Reading Comprehension. READING TEACHER, Vol. 7. https://doi.org/10.1002/trtr.2033

Carrier, S. J., & Grifenhagen, J. F. (2019). Academic Vocabulary Support for Elementary Science Pre-Service Teachers. Journal of Science Teacher Education, 31(2), 1–19. https://doi.org/10.1080/1046560X.2019.1666631

McLeod, R. H., Hardy, J. K., & Grifenhagen, J. F. (2019). Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study. EARLY CHILDHOOD EDUCATION JOURNAL, 47(2), 175–186. https://doi.org/10.1007/s10643-018-0899-5

Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2019). Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space. Journal of Child Language, 47(2), 1–21. https://doi.org/10.1017/S0305000919000199

Grifenhagen, J. F., Barnes, E. M., Collins, M. F., & Dickinson, D. K. (2017). Talking the talk: translating research to practice. EARLY CHILD DEVELOPMENT AND CARE, 187(3-4), 509–526. https://doi.org/10.1080/03004430.2016.1246444

Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers' comments during book reading in children's vocabulary growth. JOURNAL OF EDUCATIONAL RESEARCH, 110(5), 515–527. https://doi.org/10.1080/00220671.2015.1134422

Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2016). Academic Language in Early Childhood Classrooms. READING TEACHER, 70(1), 39–48. https://doi.org/10.1002/trtr.1463

Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach. Early Childhood Research Quarterly, 29(3), 231–244. https://doi.org/10.1016/J.ECRESQ.2014.02.006