@article{mcconnel_2022, title={Exploring Ungrading in an Elementary Writing Methods Course}, volume={11}, url={https://scholarworks.wmich.edu/wte/vol11/iss2/9}, note={Available at:}, number={2}, journal={Teaching/Writing: The Journal of Writing Teacher Education}, author={McConnel, Jen}, year={2022}, pages={9} }
 @inbook{mcconnel_harbaugh_2022, place={Lanham, MD}, title={Matchmaking mathematics: Teaching algorithms and probability with Nandini Bajpai’s A Match Made in Mehendi}, ISBN={9781475861532}, booktitle={Developing Mathematical Literacy through Young Adult Literature}, publisher={Rowman & Littlefield}, author={McConnel, Jen and Harbaugh, Allen}, editor={Greathouse, P. and Anthony, H.Editors}, year={2022}, pages={175–190} }
 @misc{mcconnel_2022, title={Styling Your Writing}, ISBN={9781003244653}, url={http://dx.doi.org/10.4324/9781003244653}, DOI={10.4324/9781003244653}, abstractNote={This text helps developing writers in the academy and beyond think through their writing process and develop strategies for styling their writing to meet the demands of a wide range of goals. The book imagines writing as an assortment of "outfits"— bundles of styles and strategies through which one approaches a writing purpose, such as writing focused on experimentation and growth or writing focused on a professional task. By assessing the outfits writers feel most and least confident in, and examining how to be more at home in the outfits that matter to them, this book helps students develop both specific skills and their overall identity as writers. Readers are guided through before-, during-, and after-writing strategies and techniques, including: freewriting, outlining, visual planning, and composing in multimodal forms. Readers are also introduced to the importance of setting clear writing goals and sharing their work in a variety of ways, both in preparation for classroom success through peer review and writing center visits, and beyond the classroom in virtual and in-person spaces. This book serves as a core or supplemental text for writing courses at the undergraduate, graduate, or high school level, or as a writing guide for individual readers.}, publisher={Routledge}, author={McConnel, Jen}, year={2022}, month={Feb}, pages={1–142} }
 @article{mcconnel_beach_2021, title={"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms}, volume={23}, url={http://dx.doi.org/10.20360/langandlit29517}, DOI={10.20360/langandlit29517}, abstractNote={This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.}, number={3}, journal={Language and Literacy}, publisher={University of Alberta Libraries}, author={McConnel, Jen and Beach, Pamela}, year={2021}, month={Oct}, pages={66–84} }
 @article{mcconnel_2021, title={Thresholds and Ordeals: (Re)storying the Teacher’s Journey}, volume={4}, url={https://doi.org/10.1080/1358684X.2021.1895723}, DOI={10.1080/1358684X.2021.1895723}, abstractNote={ABSTRACT This article explores the ways in which the language of the hero’s journey can serve as a heuristic for teachers at all stages of their professional experience. Teachers in Canada and the United States were interviewed via Skype about their experiences around writing and literacy. Four teachers are profiled here, two from Canada and two from the United States. Through narrative analysis, the author suggests that using the specific language of the hero’s journey, but not necessarily its linear structure, can help articulate commonalities and divergences in teacher narratives.}, number={3}, journal={Changing English}, publisher={Informa UK Limited}, author={McConnel, Jen}, year={2021}, month={Jul}, pages={1–10} }
 @inbook{mcconnel_2021, place={Lanham, MD}, title={What is the price of ambition? Teaching Macbeth with On the Come Up}, ISBN={9781475859577}, booktitle={Shakespeare and Young Adult Literature: Pairing and Teaching}, publisher={Rowman & Littlefield}, author={McConnel, J.}, editor={Malo-Juvera, V. and Greathouse, P. and Eisenbach, B.Editors}, year={2021} }
 @article{mcconnel_beach_2020, title={Co-Creating Confident Writing Classrooms: A Framework for Teachers}, url={https://writerswhocare.wordpress.com/2020/10/26/co-creating-confident-writing-classrooms-a-framework-for-teachers/}, journal={Writers who care}, publisher={Writers Who Care}, author={McConnel, Jen and Beach, Pamela}, year={2020}, month={Oct} }
 @article{henderson_beach_sun_mcconnel_2020, title={Does the content of financial literacy education resources vary based on who made or paid for them?}, volume={19}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85091769342&partnerID=MN8TOARS}, DOI={10.1177/2047173420961031}, abstractNote={ In the decade since the global financial crisis, an increasing number of jurisdictions have added mandatory financial literacy education to school curricula. Governments recognize that this increases the burden on teachers, who may also lack the confidence to teach financial literacy. One response is to encourage the use of resources produced or sponsored by the financial services industry. The concern is that these resources may promote the industry’s interest in maximizing profits and minimizing regulation over students’ interest in becoming empowered financial consumers. As a first step in investigating this concern, we compared resources from the Canadian Financial Literacy Database produced or sponsored by the financial services industry with those produced by government, non-profit organizations and individuals. We focused on online resources intended for use by elementary teachers and students to determine whether the key themes and messages conveyed vary based on who made or paid for the resource. We found that key themes are consistent across resources, regardless of industry affiliation, but that resources produced or sponsored by the financial services industry are more likely to exhibit a moralistic tone. }, number={3}, journal={Citizenship, Social and Economics Education}, author={Henderson, G.E. and Beach, P. and Sun, L. and McConnel, J.}, year={2020}, pages={192–210} }
 @article{beach_henderson_mcconnel_2020, title={Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning}, volume={26}, ISSN={1354-0602 1470-1278}, url={http://dx.doi.org/10.1080/13540602.2020.1863206}, DOI={10.1080/13540602.2020.1863206}, abstractNote={ABSTRACT This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analysed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility. The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the self-directed online learning experience. Implications for teacher learning and research are discussed.}, number={5-6}, journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Beach, Pamela and Henderson, Gail and McConnel, Jen}, year={2020}, month={Aug}, pages={395–413} }
 @article{mcconnel_2020, title={Metaphors for Literacy: Making Space for Layered Perspectives about Writing}, volume={110}, ISSN={0013-8274 2161-8895}, url={http://dx.doi.org/10.58680/ej202030971}, DOI={10.58680/ej202030971}, abstractNote={A teacher educator explores the way students’ metaphors for literacy reveal depth and complicated emotions.}, number={2}, journal={English Journal}, publisher={National Council of Teachers of English}, author={McConnel, Jen}, year={2020}, month={Nov}, pages={85–91} }
 @article{metaphors for literacy: making space for layered perspectives about writing_2020, year={2020} }
 @article{mcconnel_leon_2020, title={The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award}, volume={22}, url={https://doi.org/10.20360/langandlit29473}, DOI={10.20360/langandlit29473}, abstractNote={This study explores how grit manifests in the nominees of Ontario’s Forest of Reading Blue Spruce Award children’s literature competition from 2013-2018. Performing a document analysis (Bowen, 2009), we used a modified version of Duckworth’s (2018) grit scale to gauge the grittiness of the nominees’ protagonists. We found that 28 of the 60 titles portrayed grit with 19 of those titles scoring four or higher on the modified grit scale indicating that protagonists had consistently high scores for the various aspects of grit. Our paper concludes with a discussion about implications to educators seeking to use these books to engage students in discussions about grit and resilience.}, number={2}, journal={Language and Literacy}, publisher={University of Alberta Libraries}, author={McConnel, Jen and Leon, Clarissa De}, year={2020}, month={Jul}, pages={64–79} }
 @inbook{mcconnel_2020, place={Jefferson, NC}, title={The fractured pedagogy of care: How Hogwarts’ teachers (don’t) demonstrate self-care}, booktitle={Lessons from Hogwarts: Essays on the Pedagogy of Harry Potter}, publisher={McFarland}, author={McConnel, J.}, editor={Rovan, M. and Wehler, M.Editors}, year={2020} }
 @article{beach_mcconnel_2019, title={Eye tracking methodology for studying teacher learning: a review of the research}, volume={42}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85050952141&partnerID=MN8TOARS}, DOI={10.1080/1743727X.2018.1496415}, abstractNote={ABSTRACT Eye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments.}, number={5}, journal={International Journal of Research and Method in Education}, publisher={Informa UK Limited}, author={Beach, Pamela and McConnel, Jen}, year={2019}, pages={485–501} }
 @article{mcconnel_2019, title={Fan Spaces as Third Spaces: Tapping into the Creative Community of Fandom}, volume={109}, ISSN={0013-8274 2161-8895}, url={http://dx.doi.org/10.58680/ej201930273}, DOI={10.58680/ej201930273}, abstractNote={Preview this article: Fan Spaces as Third Spaces: Tapping into the Creative Community of Fandom, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/109/1/englishjournal30273-1.gif}, number={1}, journal={English Journal}, publisher={National Council of Teachers of English}, author={McConnel, Jen}, year={2019}, month={Sep}, pages={45–51} }
 @article{fan spaces as third spaces: tapping into the creative community of fandom_2019, year={2019} }
 @article{beach_kirby_mcdonald_mcconnel_2019, title={How do elementary teachers study and learn from a multimedia model of reading development? An exploratory eye-tracking study}, volume={42}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85085996734&partnerID=MN8TOARS}, number={4}, journal={Canadian Journal of Education}, author={Beach, P. and Kirby, J. and Mcdonald, P. and Mcconnel, J.}, year={2019}, pages={1022–1058} }
 @inbook{mcconnel_2019, title={KEYWORD RESPONSE: That One Class}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85144389792&partnerID=MN8TOARS}, DOI={10.4324/9781351167086-57}, booktitle={Key Concepts in Curriculum Studies: Perspectives on the Fundamentals}, author={McConnel, J.}, year={2019}, pages={215–216} }
 @article{mcconnel_2018, title={"Why Are We Doing This?": Using Digital Reflection to Increase Student Engagement}, volume={11}, ISSN={1835-9795}, url={http://dx.doi.org/10.18848/1835-9795/CGP/v11i02/13-22}, DOI={10.18848/1835-9795/cgp/v11i02/13-22}, number={2}, journal={Ubiquitous Learning: An International Journal}, publisher={Common Ground Research Networks}, author={McConnel, Jen}, year={2018}, pages={13–22} }
 @article{mcconnel_zamborsky_2017, title={“Thou Talks’t of Nothing”: Teaching Shakespeare’s Romeo and Juliet in a Contemporary Context. }, volume={17}, url={http://gse.hightechhigh.org/unboxed/issue17/thou_talkst_of_nothing/}, journal={Unboxed}, author={McConnel, J. and Zamborsky, E.}, year={2017}, month={Jan} }