Diana J Arya
Biographic Data
| ID | 4815576 |
|---|---|
| NAME | Diana J Arya |
| GIVEN NAMES | Diana J |
| FAMILY NAME | Arya |
| SIGNATURE | ARYA D J |
| AFFILIATIONS | University of California, Santa Barbara |
| ORCID | 0000-0002-1335-3206 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Tracing textual silences and ideological tensions in adopted inclusive education legislation in China
A substantial body of literature exists on inclusive education practices in large countries like China, ranging from the introduction of laws and regulations to cross-country comparisons of the implementation of policies. Yet, little is known about the potential role that legal documents play in shaping ideological assumptions and actions among stakeholders, including parents. The authors used critical discourse analysis (van Dijk, 1993) as an an…
The Reciprocal Power of Equitable, Intergenerational Learning
Our qualitative study is a deep exploration into the underexamined notion of engagement with respect to undergraduate students who took up the role of co-researchers within an afterschool program designed to engage young students about environmental issues and sustainability practices. This research program is based on a community-based literacies framework that addresses all members (program leaders, graduate students, undergraduate students, an…
Into the void of discourse
In this conceptual essay, I propose a way of viewing silence or silent texts in discourse for educators and educational researchers who are facing the growing call to bring to light hidden biases, histories and other sociocultural phenomena largely hidden from public audiences. Specifically, I explore the potential affordances from going against the grain of the long and widely established view of silence as anything but void. Taking up the scien…
Silence(ing) across learning spaces
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science
Our purpose in this study was to more deeply understand the ways in which text‐based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds ( N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been s…
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Language ideologies and literacy achievement
Social psychologists have suggested that language-based ideologies related to ‘stereotype threat’ (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language development, particularly for large populations of students whose primary language is not the dominant language, is…
Professional Resources
The role of the scientific discovery narrative in middle school science education
In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; out…
The role of the scientific discovery narrative in middle school science education
In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; out…
Language ideologies and literacy achievement
Social psychologists have suggested that language-based ideologies related to ‘stereotype threat’ (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language development, particularly for large populations of students whose primary language is not the dominant language, is…
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Professional Resources
The role of the scientific discovery narrative in middle school science education
In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; out…
Language ideologies and literacy achievement
Social psychologists have suggested that language-based ideologies related to ‘stereotype threat’ (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language development, particularly for large populations of students whose primary language is not the dominant language, is…
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative St…
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science
Our purpose in this study was to more deeply understand the ways in which text‐based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds ( N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been s…
Into the void of discourse
In this conceptual essay, I propose a way of viewing silence or silent texts in discourse for educators and educational researchers who are facing the growing call to bring to light hidden biases, histories and other sociocultural phenomena largely hidden from public audiences. Specifically, I explore the potential affordances from going against the grain of the long and widely established view of silence as anything but void. Taking up the scien…
Silence(ing) across learning spaces
Tracing textual silences and ideological tensions in adopted inclusive education legislation in China
A substantial body of literature exists on inclusive education practices in large countries like China, ranging from the introduction of laws and regulations to cross-country comparisons of the implementation of policies. Yet, little is known about the potential role that legal documents play in shaping ideological assumptions and actions among stakeholders, including parents. The authors used critical discourse analysis (van Dijk, 1993) as an an…
The Reciprocal Power of Equitable, Intergenerational Learning
Our qualitative study is a deep exploration into the underexamined notion of engagement with respect to undergraduate students who took up the role of co-researchers within an afterschool program designed to engage young students about environmental issues and sustainability practices. This research program is based on a community-based literacies framework that addresses all members (program leaders, graduate students, undergraduate students, an…
Sociology (7 works) · Psychology (6 works) · Computer Science (4 works) · Linguistics (4 works) · Pedagogy (4 works) · Political science (4 works) · Aesthetics (3 works) · Silence (3 works) · Anthropology (2 works) · Cognitive psychology (2 works)