Miranda S Fitzgerald
Biographic Data
| ID | 1603471 |
|---|---|
| NAME | Miranda S Fitzgerald |
| GIVEN NAMES | Miranda S |
| FAMILY NAME | Fitzgerald |
| SIGNATURE | FITZGERALD M S |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0001-8604-399X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Moving From the Periphery to Practitioner
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school-university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates' perceptions of their preparation were associated with components of the CoP. Findings demonstrated th…
Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction
In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in …
Screech owls, Super Soakers, and school gardens
Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivat…
Considering the Role of Technology and Design in Ensuring Access to High-Quality Learning Experiences
Integrating Digital Tools to Enhance Access to Learning Opportunities in Project-based Science Instruction
Digital technologies and the instructional contexts in which they are embedded can increase students’ access to meaningful learning opportunities. Although there is a tradition of designing and integrating digital tools in secondary-grades project-based science instruction to enhance learners’ access to disciplinary learning, the elementary grades have received less attention. This has left classroom teachers with limited guidance for leveraging …
Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction
Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction
Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need…
Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction
Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction
In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in …
Screech owls, Super Soakers, and school gardens
Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivat…
Considering the Role of Technology and Design in Ensuring Access to High-Quality Learning Experiences
Integrating Digital Tools to Enhance Access to Learning Opportunities in Project-based Science Instruction
Digital technologies and the instructional contexts in which they are embedded can increase students’ access to meaningful learning opportunities. Although there is a tradition of designing and integrating digital tools in secondary-grades project-based science instruction to enhance learners’ access to disciplinary learning, the elementary grades have received less attention. This has left classroom teachers with limited guidance for leveraging …
Moving From the Periphery to Practitioner
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school-university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates' perceptions of their preparation were associated with components of the CoP. Findings demonstrated th…
Psychology (7 works) · Mathematics education (6 works) · Computer Science (4 works) · Education and Critical Thinking Development (3 works) · Instructional design (3 works) · Multimedia (3 works) · Pedagogy (3 works) · Educational Strategies and Epistemologies (2 works) · Educational technology (2 works) · Innovative Teaching and Learning Methods (2 works)