Katherine O’Daniels
Biographic Data
| ID | 10239289 |
|---|---|
| NAME | Katherine O’Daniels |
| GIVEN NAMES | Katherine |
| FAMILY NAME | O’Daniels |
| SIGNATURE | O’DANIELS K |
| AFFILIATIONS | University of Missouri–St. Louis |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Dialogic Argument Writing and Disciplinary Literacy in 4th–12th Grade Science, Social Studies, and English Language Arts
Teachers across disciplines seek to support students' abilities to clearly communicate in writing, and to critically engage ideas and texts in argumentation, including argument writing and related classroom discussions. This qualitative study presents findings of source‐based argument writing in science, social studies, and English language arts grounded in dialogic argumentation. We explored how 4th–12th grade teachers approached dialogic argume…
Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/Covid-19 Study
This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessm…
No prominent works on this page.
Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/Covid-19 Study
This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessm…
Dialogic Argument Writing and Disciplinary Literacy in 4th–12th Grade Science, Social Studies, and English Language Arts
Teachers across disciplines seek to support students' abilities to clearly communicate in writing, and to critically engage ideas and texts in argumentation, including argument writing and related classroom discussions. This qualitative study presents findings of source‐based argument writing in science, social studies, and English language arts grounded in dialogic argumentation. We explored how 4th–12th grade teachers approached dialogic argume…
Pedagogy (2 works) · Psychology (2 works) · Accountability (1 works) · Argument (complex analysis (1 works) · Art (1 works) · Chemistry (1 works) · Dialogic (1 works) · Digital Storytelling and Education (1 works) · Discipline (1 works) · Education Discipline and Inequality (1 works)