Jill F Grifenhagen
Biographic Data
| ID | 4420321 |
|---|---|
| NAME | Jill F Grifenhagen |
| GIVEN NAMES | Jill F |
| FAMILY NAME | Grifenhagen |
| SIGNATURE | GRIFENHAGEN J F |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0001-7652-5813 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Lessons learned from remote, early-literacy instruction
The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study exa…
Annual Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Toward an equitable implementation of the science of reading
This study investigates how elementary teachers conceptualize and navigate equitable implementation of the Science of Reading (SoR) amid U.S. state-mandated reforms. Drawing on open-ended survey responses ( n = 275) and interviews ( n = 14), we examine teachers' understanding of equity, multilevel barriers and enablers across individual, school, and system contexts, and support needs for responsive instruction. Findings reveal equitable SoR imple…
Correlations between coaching quality and teacher change in social-emotional teaching practices
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
University-based literacy coaches as outsiders to the rural school context
Getting KnErdi with Language
Much of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in…
Mealtimes in Head Start pre-k classrooms
In this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of teacher–child talk and amount of academic vocabulary, and then coded for instances of academic/food, social/personal, and management talk to highlight the degree of hybridity of talk within this unique setting. Cluster analysis…
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
Mealtimes in Head Start pre-k classrooms
In this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of teacher–child talk and amount of academic vocabulary, and then coded for instances of academic/food, social/personal, and management talk to highlight the degree of hybridity of talk within this unique setting. Cluster analysis…
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
University-based literacy coaches as outsiders to the rural school context
Getting KnErdi with Language
Much of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in…
Annotated Bibliography of Research in the Teaching of English
Toward an equitable implementation of the science of reading
This study investigates how elementary teachers conceptualize and navigate equitable implementation of the Science of Reading (SoR) amid U.S. state-mandated reforms. Drawing on open-ended survey responses ( n = 275) and interviews ( n = 14), we examine teachers' understanding of equity, multilevel barriers and enablers across individual, school, and system contexts, and support needs for responsive instruction. Findings reveal equitable SoR imple…
Correlations between coaching quality and teacher change in social-emotional teaching practices
Lessons learned from remote, early-literacy instruction
The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study exa…
Annual Annotated Bibliography of Research in the Teaching of English
Psychology (8 works) · Pedagogy (7 works) · Mathematics education (6 works) · Computer Science (4 works) · Linguistics (4 works) · Literacy (4 works) · Reading and Literacy Development (4 works) · Developmental psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works)