Sheila W Valencia
Biographic Data
| ID | 1605307 |
|---|---|
| NAME | Sheila W Valencia |
| GIVEN NAMES | Sheila W |
| FAMILY NAME | Valencia |
| SIGNATURE | VALENCIA S W |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 120 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 6 |
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
Complicating the World of Reading Assessment
In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture—the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fir…
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
Executive Summaries
The Quest for Deeper Learning and Engagement in Advanced High School Courses
GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school
Oral Reading Fluency Assessment
This study investigated multiple models for assessing oral reading fluency, including 1‐minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine construct, criterion, and consequential validity. Oral reading data and standardized comprehension tes…
Complex Interactions in Student Teaching
Student teaching is a cornerstone of teacher preparation, yet it remains one of the most difficult experiences to understand. Calls for an ecological approach to research on student teaching prompted this study in which the experience is examined from the perspective of the three key triad members. Using activity theory, this study explores how their interactions in specific contexts shaped opportunities for student teachers to learn to teach lan…
Inside English/Language Arts Standards
In this commentary on standards‐based education reform, the authors assert that such reform must set challenging standards for student performance and then help all students meet them
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
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Four Measures of Topical Knowledge
Sheila W. Valencia, Anne C. Stallman, Michelle Commeyras, P. David Pearson, Douglas K. Hartman, Four Measures of Topical Knowledge: A Study of Construct Validity, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 204-233
Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text
Janice A. Dole, Sheila W. Valencia, Eunice Ann Greer, James L. Wardrop, Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text, Reading Research Quarterly, Vol. 26, No. 2 (Spring, 1991), pp. 142-159
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Complex Interactions in Student Teaching
Student teaching is a cornerstone of teacher preparation, yet it remains one of the most difficult experiences to understand. Calls for an ecological approach to research on student teaching prompted this study in which the experience is examined from the perspective of the three key triad members. Using activity theory, this study explores how their interactions in specific contexts shaped opportunities for student teachers to learn to teach lan…
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
Oral Reading Fluency Assessment
This study investigated multiple models for assessing oral reading fluency, including 1‐minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine construct, criterion, and consequential validity. Oral reading data and standardized comprehension tes…
Complicating the World of Reading Assessment
In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture—the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fir…
Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text
Janice A. Dole, Sheila W. Valencia, Eunice Ann Greer, James L. Wardrop, Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text, Reading Research Quarterly, Vol. 26, No. 2 (Spring, 1991), pp. 142-159
Inside English/Language Arts Standards
In this commentary on standards‐based education reform, the authors assert that such reform must set challenging standards for student performance and then help all students meet them
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
Four Measures of Topical Knowledge
Sheila W. Valencia, Anne C. Stallman, Michelle Commeyras, P. David Pearson, Douglas K. Hartman, Four Measures of Topical Knowledge: A Study of Construct Validity, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 204-233
Four Measures of Topical Knowledge
Sheila W. Valencia, Anne C. Stallman, Michelle Commeyras, P. David Pearson, Douglas K. Hartman, Four Measures of Topical Knowledge: A Study of Construct Validity, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 204-233
Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text
Janice A. Dole, Sheila W. Valencia, Eunice Ann Greer, James L. Wardrop, Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text, Reading Research Quarterly, Vol. 26, No. 2 (Spring, 1991), pp. 142-159
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
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
Inside English/Language Arts Standards
In this commentary on standards‐based education reform, the authors assert that such reform must set challenging standards for student performance and then help all students meet them
Complex Interactions in Student Teaching
Student teaching is a cornerstone of teacher preparation, yet it remains one of the most difficult experiences to understand. Calls for an ecological approach to research on student teaching prompted this study in which the experience is examined from the perspective of the three key triad members. Using activity theory, this study explores how their interactions in specific contexts shaped opportunities for student teachers to learn to teach lan…
Oral Reading Fluency Assessment
This study investigated multiple models for assessing oral reading fluency, including 1‐minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine construct, criterion, and consequential validity. Oral reading data and standardized comprehension tes…
Executive Summaries
The Quest for Deeper Learning and Engagement in Advanced High School Courses
GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
Complicating the World of Reading Assessment
In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture—the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fir…
Psychology (12 works) · Mathematics education (10 works) · Pedagogy (9 works) · Computer Science (7 works) · Political science (6 works) · Sociology (5 works) · Curriculum (4 works) · Teacher Education and Leadership Studies (4 works) · Education and Technology Integration (3 works) · Innovative Teaching and Learning Methods (3 works)