Beth Maloch

Biographic Data

ID180492
NAMEBeth Maloch
GIVEN NAMESBeth
FAMILY NAMEMaloch
SIGNATUREMALOCH B
AFFILIATIONSThe University of Texas at Austin
ORCID0000-0001-8207-6057
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS13
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2002
LATEST PUBLICATION YEAR2025
H-INDEX2

  • I Never Explicitly Brought That Up to My Mentor

    Open AccessAnnie Daly, Saba Khan Vlach et al.ARTICLEUrban Education2025References: 55

    We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing “success” through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced du…

  • Change happens at the speed of trust”

    Open AccessBeth Maloch, Elizabeth Ries et al.ARTICLETeaching and Teacher Education2024References: 14

  • Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse

    Open AccessMelissa Mosley Wetzel, Allison Skerrett et al.ARTICLEReading Research Quarterly2020Cited by: 4References: 25

    Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…

  • What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

    Open AccessJames V Hoffman, Melissa Mosley Wetzel et al.ARTICLETeaching and Teacher Education2015

  • Portraits of Practice

    Beth Maloch, Jo Worthy et al.ARTICLEResearch in the Teaching of English2013

    This interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-mak…

  • Growing Research Practices

    Beth MalochARTICLEResearch in the Teaching of English2009

    Beth Maloch reflects on her Alan Purves Award-winning article, which was chosen because of its demonstration of the ability of one teacher to make a difference in young students’ use of informational texts to develop complex, literate lives

  • Beyond Exposure

    Beth MalochARTICLEResearch in the Teaching of English2008

    The purpose of this qualitative case study was to examine the uses of informational texts within an ethnically diverse, second grade classroom and how the teacher carefully scaffolded students’ developing understandings about these texts. A community of practice theoretical framework was employed to better understand the ways in which informational texts were embedded within the larger classroom community (Lave&Wenger, 1991)

  • School's Out

    Open AccessBeth MalochARTICLEJournal of Linguistic Anthropology2004

  • Scaffolding Student Talk

    Open AccessBeth MalochARTICLEReading Research Quarterly2002Cited by: 9References: 11

    S This 5‐month qualitative study explored the relationship between the teacher's role and the students' participation within literature discussion groups in a third‐grade classroom. Using the constant‐comparative method and microanalysis of teacher/student participation patterns, two salient themes emerged, including (a) the problematic nature of students' transition from a teacher‐led to a student‐led discussion format, and (b) the responsive na…