Peter H Johnston
Biographic Data
| ID | 1585185 |
|---|---|
| NAME | Peter H Johnston |
| GIVEN NAMES | Peter H |
| FAMILY NAME | Johnston |
| SIGNATURE | JOHNSTON P H |
| AFFILIATIONS | Albany State University |
| ORCID | 0000-0001-7440-3169 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 39 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Volitional reading, ‘disturbing’ books, and the transformation of readers
Although reading comprehension research and instruction commonly focus on individuals’ ability to extract meaning from text, eighth-grade students whose teachers chose to focus on engaged volitional reading, rather than comprehension, demonstrated expansive forms of meaning-making and purpose. Interviews and observations across two school years indicated many of students’ preferred books were those they considered ‘disturbing’ – narratives that r…
Engaging Disturbing Books
There is evidence that student‐selected reading of compelling, relevant young adult literature helps address the problem of low reading engagement among adolescents, but schools rarely take up this option as a curricular priority. A major source of apprehension for adults is fear that students might be placed at risk by exposure to realistic content of some young adult books or that parents might object. In this article, the authors take up this …
How Language Supports Adaptive Teaching Through a Responsive Learning Culture
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity to ensure that each student is learning optimally. There are 2 primary resources for accomplishing t…
Engagement With Young Adult Literature
This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self‐selected, self‐paced reading of compelling young adult literature. The primary data were 71 end‐of‐year student interviews, supported by end‐of‐year teacher interviews, biweekly observational data, on‐the‐fly conversations with students, and video/audio records of student‐initiated book discussions. An indu…
Principles for literacy assessment
From the article's introduction: “What gets assessed is what gets taught” is a common assertion whose meaning is often underestimated. It is not just what gets assessed, but how it is assessed that has implications for what is learned. When a child who is asked the meaning of his report card grades responds, “If I knew that I'd be the teacher” he is saying something about the relationships of authority learned in the process of assessment. When a…
How Will Literacy Be Assessed in the Next Millennium
In this “RRQ Snippet,” several researchers share their ideas about trends in literacy assessment, including high‐stakes testing, the influence of technology, and assessment to inform instructional practice
Small Change
In this article, we describe the findings from a 5-year multilevel project in which we studied 4 high-poverty school districts that were attempting to change to a literature-based literacy curriculum in line with State Department of Education manifestos. The various studies in the project drew on class- room observations, interviews with teachers and administrators, and various documents and reports from schools, the State Department of Education…
Small Change
Assessment of teaching and learning in “literature-based” classrooms
Voices we want to hear and voices we don't
TUDENTS, WRITES IRA SCHOR (1986), will resist any process that disempowers them .... Familiar school routines produce this alienation: teachertalk, passive instruction in pre-set materials . . . mechanical drills ... the denial of subjects important to them, the exclusion of student co-participation in curriculum design and governance, and the outlawing of popular idioms in favor of correct usage (p. 183). Taken literally, this vision, which is c…
Asking After the Lived Experiences of and with Difficulty in Physical Activity in the Lifeworlds of Children and Young People by Maureen Connolly
Teaching children is an act of love." (Beckman, 1982). Maureen Connolly's dissertation is an in-depth exploration of the notion of difficulty in physical education. More specifically, this study describes what a physically difficult experience is like from an emic or insider's point of view. Connolly's research question is directed to 11to 18-year-old children and youth
Prior Knowledge and Reading Comprehension Test Bias
not refer back to the text. The biasing effects of prior knowledge were demonstrated both within subjects and between subpopulations (rural and urban). Bias was shown to operate at the level of the individual and therefore should be removed at that level, not at the population level. This was achieved by using a content-specific vocabulary test to estimate prior knowledge, and incidentally resulted in a decrease in the bias due to intelligence. A…
Commentary
In their study, Reliability and validity of curriculum-based informal reading inventories, Fuchs, Fuchs, and Deno (1982) present an interesting paper on a relatively unexamined area. However, the study has several major problems and leaves a number of issues unresolved. Fuchs et al. make the claims that (a) the current practice of developing informal reading inventories (IRIs) from random selections from children's readers is inappropriate, (b) u…
Cambridge Conference on Aid through Co-operation
The sixth annual Cambridge Conference met to discuss ‘How to Make Aid More Effective through Co-operation’, with Dr R. E. Robinson again in the chair. Six donor and 34 recipient countries were represented by some 150 participants; background papers were presented by Chief Adebo, Professor Hollis Chenery, Professor Willard Thorp, Professor H. V. Wiseman, Dr J. A. Adler, DrT. Balogh, Dr I. G. Patel, Dr C. Quintana, J. Audibert, David Owen, S. S. Kh…
Engagement With Young Adult Literature
This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self‐selected, self‐paced reading of compelling young adult literature. The primary data were 71 end‐of‐year student interviews, supported by end‐of‐year teacher interviews, biweekly observational data, on‐the‐fly conversations with students, and video/audio records of student‐initiated book discussions. An indu…
Voices we want to hear and voices we don't
TUDENTS, WRITES IRA SCHOR (1986), will resist any process that disempowers them .... Familiar school routines produce this alienation: teachertalk, passive instruction in pre-set materials . . . mechanical drills ... the denial of subjects important to them, the exclusion of student co-participation in curriculum design and governance, and the outlawing of popular idioms in favor of correct usage (p. 183). Taken literally, this vision, which is c…
Prior Knowledge and Reading Comprehension Test Bias
not refer back to the text. The biasing effects of prior knowledge were demonstrated both within subjects and between subpopulations (rural and urban). Bias was shown to operate at the level of the individual and therefore should be removed at that level, not at the population level. This was achieved by using a content-specific vocabulary test to estimate prior knowledge, and incidentally resulted in a decrease in the bias due to intelligence. A…
Principles for literacy assessment
From the article's introduction: “What gets assessed is what gets taught” is a common assertion whose meaning is often underestimated. It is not just what gets assessed, but how it is assessed that has implications for what is learned. When a child who is asked the meaning of his report card grades responds, “If I knew that I'd be the teacher” he is saying something about the relationships of authority learned in the process of assessment. When a…
How Language Supports Adaptive Teaching Through a Responsive Learning Culture
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity to ensure that each student is learning optimally. There are 2 primary resources for accomplishing t…
Assessment of teaching and learning in “literature-based” classrooms
Small Change
How Will Literacy Be Assessed in the Next Millennium
In this “RRQ Snippet,” several researchers share their ideas about trends in literacy assessment, including high‐stakes testing, the influence of technology, and assessment to inform instructional practice
Small Change
In this article, we describe the findings from a 5-year multilevel project in which we studied 4 high-poverty school districts that were attempting to change to a literature-based literacy curriculum in line with State Department of Education manifestos. The various studies in the project drew on class- room observations, interviews with teachers and administrators, and various documents and reports from schools, the State Department of Education…
Cambridge Conference on Aid through Co-operation
The sixth annual Cambridge Conference met to discuss ‘How to Make Aid More Effective through Co-operation’, with Dr R. E. Robinson again in the chair. Six donor and 34 recipient countries were represented by some 150 participants; background papers were presented by Chief Adebo, Professor Hollis Chenery, Professor Willard Thorp, Professor H. V. Wiseman, Dr J. A. Adler, DrT. Balogh, Dr I. G. Patel, Dr C. Quintana, J. Audibert, David Owen, S. S. Kh…
Commentary
In their study, Reliability and validity of curriculum-based informal reading inventories, Fuchs, Fuchs, and Deno (1982) present an interesting paper on a relatively unexamined area. However, the study has several major problems and leaves a number of issues unresolved. Fuchs et al. make the claims that (a) the current practice of developing informal reading inventories (IRIs) from random selections from children's readers is inappropriate, (b) u…
Prior Knowledge and Reading Comprehension Test Bias
not refer back to the text. The biasing effects of prior knowledge were demonstrated both within subjects and between subpopulations (rural and urban). Bias was shown to operate at the level of the individual and therefore should be removed at that level, not at the population level. This was achieved by using a content-specific vocabulary test to estimate prior knowledge, and incidentally resulted in a decrease in the bias due to intelligence. A…
Asking After the Lived Experiences of and with Difficulty in Physical Activity in the Lifeworlds of Children and Young People by Maureen Connolly
Teaching children is an act of love." (Beckman, 1982). Maureen Connolly's dissertation is an in-depth exploration of the notion of difficulty in physical education. More specifically, this study describes what a physically difficult experience is like from an emic or insider's point of view. Connolly's research question is directed to 11to 18-year-old children and youth
Assessment of teaching and learning in “literature-based” classrooms
Voices we want to hear and voices we don't
TUDENTS, WRITES IRA SCHOR (1986), will resist any process that disempowers them .... Familiar school routines produce this alienation: teachertalk, passive instruction in pre-set materials . . . mechanical drills ... the denial of subjects important to them, the exclusion of student co-participation in curriculum design and governance, and the outlawing of popular idioms in favor of correct usage (p. 183). Taken literally, this vision, which is c…
Small Change
In this article, we describe the findings from a 5-year multilevel project in which we studied 4 high-poverty school districts that were attempting to change to a literature-based literacy curriculum in line with State Department of Education manifestos. The various studies in the project drew on class- room observations, interviews with teachers and administrators, and various documents and reports from schools, the State Department of Education…
Small Change
How Will Literacy Be Assessed in the Next Millennium
In this “RRQ Snippet,” several researchers share their ideas about trends in literacy assessment, including high‐stakes testing, the influence of technology, and assessment to inform instructional practice
Principles for literacy assessment
From the article's introduction: “What gets assessed is what gets taught” is a common assertion whose meaning is often underestimated. It is not just what gets assessed, but how it is assessed that has implications for what is learned. When a child who is asked the meaning of his report card grades responds, “If I knew that I'd be the teacher” he is saying something about the relationships of authority learned in the process of assessment. When a…
Engagement With Young Adult Literature
This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self‐selected, self‐paced reading of compelling young adult literature. The primary data were 71 end‐of‐year student interviews, supported by end‐of‐year teacher interviews, biweekly observational data, on‐the‐fly conversations with students, and video/audio records of student‐initiated book discussions. An indu…
How Language Supports Adaptive Teaching Through a Responsive Learning Culture
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity to ensure that each student is learning optimally. There are 2 primary resources for accomplishing t…
Engaging Disturbing Books
There is evidence that student‐selected reading of compelling, relevant young adult literature helps address the problem of low reading engagement among adolescents, but schools rarely take up this option as a curricular priority. A major source of apprehension for adults is fear that students might be placed at risk by exposure to realistic content of some young adult books or that parents might object. In this article, the authors take up this …
Volitional reading, ‘disturbing’ books, and the transformation of readers
Although reading comprehension research and instruction commonly focus on individuals’ ability to extract meaning from text, eighth-grade students whose teachers chose to focus on engaged volitional reading, rather than comprehension, demonstrated expansive forms of meaning-making and purpose. Interviews and observations across two school years indicated many of students’ preferred books were those they considered ‘disturbing’ – narratives that r…
Psychology (13 works) · Pedagogy (10 works) · Mathematics education (9 works) · Computer Science (5 works) · Linguistics (5 works) · Philosophy (4 works) · Reading and Literacy Development (4 works) · Sociology (4 works) · Literacy (3 works) · Social Psychology (3 works)