Alison G Boardman
Biographic Data
| ID | 1196176 |
|---|---|
| NAME | Alison G Boardman |
| GIVEN NAMES | Alison G |
| FAMILY NAME | Boardman |
| SIGNATURE | BOARDMAN A G |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0003-1111-1497 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
High School Students' Experiences With Scaffolding in Project‐Based Learning
Centering student perspectives, this mixed methods study examines a project‐based learning (PBL) unit enacted across five inclusive 9th grade English language arts (ELA) classes in one urban high school. We share how this unit offered students opportunities to experience new types of challenging but rewarding assignments in multimodal accessible formats that fostered relevant and meaningful engagement with ELA content. Using a Universal Design fo…
Integrating disability into equity-focused general education teacher preparation
Most students with disabilities spend the majority of their school day in general education classrooms, yet most general education teachers do not feel prepared to meet the diverse learning and social and emotional needs of these students. A key to the enactment of evidence-informed practice for creating and supporting meaningful learning experiences for students with disabilities is the preparation of general education teachers. In this article,…
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Student perceptions of project-based learning in inclusive high school language arts
Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students’ academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English language arts when compared to their peers without disabilities. We analysed interviews from 36 students in…
Consequential change
Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing th…
Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions
This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading ( CSR ), where students learn to apply before‐, during‐, and after‐reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students ( N = 184) participated as part of a two‐year efficacy trial of CSR . Discourse analysis was used to compare the diffe…
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Teacher change and “high-stakes” assessment
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Teacher change and “high-stakes” assessment
Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions
This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading ( CSR ), where students learn to apply before‐, during‐, and after‐reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students ( N = 184) participated as part of a two‐year efficacy trial of CSR . Discourse analysis was used to compare the diffe…
Consequential change
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Teacher change and “high-stakes” assessment
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions
This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading ( CSR ), where students learn to apply before‐, during‐, and after‐reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students ( N = 184) participated as part of a two‐year efficacy trial of CSR . Discourse analysis was used to compare the diffe…
Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing th…
Consequential change
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Student perceptions of project-based learning in inclusive high school language arts
Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students’ academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English language arts when compared to their peers without disabilities. We analysed interviews from 36 students in…
Integrating disability into equity-focused general education teacher preparation
Most students with disabilities spend the majority of their school day in general education classrooms, yet most general education teachers do not feel prepared to meet the diverse learning and social and emotional needs of these students. A key to the enactment of evidence-informed practice for creating and supporting meaningful learning experiences for students with disabilities is the preparation of general education teachers. In this article,…
High School Students' Experiences With Scaffolding in Project‐Based Learning
Centering student perspectives, this mixed methods study examines a project‐based learning (PBL) unit enacted across five inclusive 9th grade English language arts (ELA) classes in one urban high school. We share how this unit offered students opportunities to experience new types of challenging but rewarding assignments in multimodal accessible formats that fostered relevant and meaningful engagement with ELA content. Using a Universal Design fo…
Psychology (10 works) · Mathematics education (9 works) · Computer Science (8 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (5 works) · Sociology (5 works) · Political science (4 works) · Collaborative Teaching and Inclusion (3 works) · Comprehension (3 works) · Education and Technology Integration (3 works)