David Alan Robertson
Biographic Data
| ID | 1038259 |
|---|---|
| NAME | David Alan Robertson |
| GIVEN NAMES | David Alan |
| FAMILY NAME | Robertson |
| SIGNATURE | ROBERTSON D A |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0003-0336-2579 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Discourse Within the Interactional Space of Literacy Coaching
Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, an…
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions
Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student pa…
Mediating Complex Texts in the Upper Grades
Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive ch…
Germany
Schnitzaltar
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Germany
Schnitzaltar
Mediating Complex Texts in the Upper Grades
Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive ch…
What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions
Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student pa…
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Discourse Within the Interactional Space of Literacy Coaching
Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, an…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Computer Science (4 works) · Literacy (4 works) · Educational and Psychological Assessments (3 works) · Linguistics (3 works) · Teacher Education and Leadership Studies (3 works) · Coaching (2 works) · Comprehension (2 works)