Janette K Klingner
Biographic Data
| ID | 3454320 |
|---|---|
| NAME | Janette K Klingner |
| GIVEN NAMES | Janette K |
| FAMILY NAME | Klingner |
| SIGNATURE | KLINGNER J K |
| AFFILIATIONS | University of Colorado Boulder |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 409 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 8 |
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…
Challenging the ideology of normal in schools
In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to deconstruct th…
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 …
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
This Issue
The Intersection of Race, Culture, Language, and Disability
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
Cultural considerations with response to intervention models
Representation of Minority Students in Special Education
How to Publish in Scholarly Journals
This article is based on an invited talk entitled “Getting Published While in Grad School,” which was presented for the Graduate Student Council of the American Educational Research Association at the association’s 2005 annual meeting. The authors discuss issues to consider when one is planning and writing a scholarly manuscript, and they offer several suggestions about substance, organization, and style. They also describe the journal submission…
Mapping the Process
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes
Janette K. Klingner, Sharon Vaughn, The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes, TESOL Quarterly, Vol. 34, No. 1 (Spring, 2000), pp. 69-98
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
Mapping the Process
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
The Intersection of Race, Culture, Language, and Disability
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Challenging the ideology of normal in schools
In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to deconstruct th…
Cultural considerations with response to intervention models
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 …
Representation of Minority Students in Special Education
How to Publish in Scholarly Journals
This article is based on an invited talk entitled “Getting Published While in Grad School,” which was presented for the Graduate Student Council of the American Educational Research Association at the association’s 2005 annual meeting. The authors discuss issues to consider when one is planning and writing a scholarly manuscript, and they offer several suggestions about substance, organization, and style. They also describe the journal submission…
The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes
Janette K. Klingner, Sharon Vaughn, The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes, TESOL Quarterly, Vol. 34, No. 1 (Spring, 2000), pp. 69-98
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
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…
The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes
Janette K. Klingner, Sharon Vaughn, The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes, TESOL Quarterly, Vol. 34, No. 1 (Spring, 2000), pp. 69-98
How to Publish in Scholarly Journals
This article is based on an invited talk entitled “Getting Published While in Grad School,” which was presented for the Graduate Student Council of the American Educational Research Association at the association’s 2005 annual meeting. The authors discuss issues to consider when one is planning and writing a scholarly manuscript, and they offer several suggestions about substance, organization, and style. They also describe the journal submission…
Mapping the Process
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
Cultural considerations with response to intervention models
Representation of Minority Students in Special Education
The Intersection of Race, Culture, Language, and Disability
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
This Issue
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 …
Challenging the ideology of normal in schools
In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to deconstruct 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…
Pedagogy (9 works) · Psychology (9 works) · Mathematics education (6 works) · Sociology (6 works) · Computer Science (5 works) · Education Discipline and Inequality (4 works) · Political science (4 works) · Collaborative Teaching and Inclusion (3 works) · Education and Technology Integration (3 works) · Family and Disability Support Research (3 works)