Todd Reynolds
Biographic Data
| ID | 3917668 |
|---|---|
| NAME | Todd Reynolds |
| GIVEN NAMES | Todd |
| FAMILY NAME | Reynolds |
| SIGNATURE | REYNOLDS T |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0002-0445-1082 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Making covert processes explicit
In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asse…
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
Finding Spaces
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing pra…
Moving Beyond Interpretive Monism
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reyn…
English Disciplinary Literacy
The authors explore foundational ideas of disciplinary literacy and articulate a research‐based heuristic for teaching disciplinary literacy in English language arts: generating, weaving, and curating. The authors apply the heuristic to the classroom, arguing that high school teachers should explicitly enhance students’ opportunities for low‐stakes interpretive moves by teaching them how to curate their own thoughts about texts and giving them th…
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
English Disciplinary Literacy
The authors explore foundational ideas of disciplinary literacy and articulate a research‐based heuristic for teaching disciplinary literacy in English language arts: generating, weaving, and curating. The authors apply the heuristic to the classroom, arguing that high school teachers should explicitly enhance students’ opportunities for low‐stakes interpretive moves by teaching them how to curate their own thoughts about texts and giving them th…
Finding Spaces
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing pra…
Moving Beyond Interpretive Monism
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reyn…
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
Making covert processes explicit
In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asse…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Computer Science (4 works) · Digital Storytelling and Education (3 works) · Discipline (3 works) · Linguistics (3 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Mathematics education (3 works)