Sarah J McCarthey
Biographic Data
| ID | 5181772 |
|---|---|
| NAME | Sarah J McCarthey |
| GIVEN NAMES | Sarah J |
| FAMILY NAME | McCarthey |
| SIGNATURE | MCCARTHEY S J |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-3870-1286 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 49 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
What do Children Value in a K/1 Writing Workshop
Writing workshop models, historically grounded in expressivist views of writing, emphasize student agency by encouraging choice of topics, genres, and audiences. At the same time, workshops have been critiqued for privileging personal narratives, overlooking popular culture, and reproducing dominant cultural norms. Drawing on a communities of practice framework, this qualitative case study examined what children value in a K/1 writing workshop. D…
Reimagining writing
Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research‐practice partnership to reimagine writing instruction in a high school English course by incorporating human‐centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the posit…
Revisiting teaching preparation and practices for writing in Singapore
Valuing relationships, valuing differences
Understanding Writing Contexts for English Language Learners
This article explores the writing opportunities provided to Spanish-speaking and Mandarinspeaking English Language Learners at the fourth and fifth-grade level across the various classroom settings in which they participated daily: an all-English speaking classroom, an Englishas- a-second language (ESL) classroom, and a native-language classroom. The students’ school routines were quite complicated, as each interacted daily with several different…
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Identity Construction in Elementary Readers and Writers
S By examining the perspectives of students and others close to them, this study of 12 fifth graders from diverse backgrounds explores the role of literacy and curriculum in identity construction. Data collection included interviews with students, parents, the teacher, and peers; classroom observations; and analyses of student writing. Analyses of the data suggested that there was coherence of perspectives about six of the students while there wa…
How Will Diversity Affect Literacy in the Next Millennium
The authors discuss their ideas about the affect of diverse learners, classrooms, and societies on literacy teaching and learning
Identifying Teacher Practices that Connect Home and School
Constructing Multiple Subjectivities in Classroom Literacy Contexts
Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student’s participation was influenced by gender, social class, ethnicity, and the task. Suggests that interpretations of students’ interactions provide opportunities for developing a more sophisticated approach to multicultural education
The Literature‐Based Basals in First‐Grade Classrooms
S In a longitudinal study of teachers in four districts across the state of Texas, we used a survey, interviews, and observations to examine changes in teacher practices related to the adoption of the new literature‐based basal reader programs. Through surveys we collected the views of over 250 teachers statewide and focused on 14 teachers for a more in‐depth examination. We present our results in two stages: Year 1 was the baseline year before t…
Learning From School Restructuring
We analyzed cases of restructuring experiments in three elementary schools, each with ethnically diverse populations, located in large urban school districts in different parts of the United States. Over 2 years, we gathered data on views and classroom writing practices of two teachers in each school through on-site interviews and observations. We also interviewed the principal and other support personnel. We found that these three schools did su…
Response to Rowe
Authors, Text, and Talk
Response to Bloome
uncertainties in collecting language data in classrooms. First, I wish to acknowledge his support for my inclusion of the Anita case in my report. I resonated with his statement that the study would have been cleaner if she had not included that case study. Because classroom research involves human beings participating in complex social interactions, values play a role and risks exist. Not only did I feel compelled to report the alleged abuse to …
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Learning From School Restructuring
We analyzed cases of restructuring experiments in three elementary schools, each with ethnically diverse populations, located in large urban school districts in different parts of the United States. Over 2 years, we gathered data on views and classroom writing practices of two teachers in each school through on-site interviews and observations. We also interviewed the principal and other support personnel. We found that these three schools did su…
The Literature‐Based Basals in First‐Grade Classrooms
S In a longitudinal study of teachers in four districts across the state of Texas, we used a survey, interviews, and observations to examine changes in teacher practices related to the adoption of the new literature‐based basal reader programs. Through surveys we collected the views of over 250 teachers statewide and focused on 14 teachers for a more in‐depth examination. We present our results in two stages: Year 1 was the baseline year before t…
Identity Construction in Elementary Readers and Writers
S By examining the perspectives of students and others close to them, this study of 12 fifth graders from diverse backgrounds explores the role of literacy and curriculum in identity construction. Data collection included interviews with students, parents, the teacher, and peers; classroom observations; and analyses of student writing. Analyses of the data suggested that there was coherence of perspectives about six of the students while there wa…
Revisiting teaching preparation and practices for writing in Singapore
Valuing relationships, valuing differences
Authors, Text, and Talk
Response to Rowe
Authors, Text, and Talk
Response to Bloome
uncertainties in collecting language data in classrooms. First, I wish to acknowledge his support for my inclusion of the Anita case in my report. I resonated with his statement that the study would have been cleaner if she had not included that case study. Because classroom research involves human beings participating in complex social interactions, values play a role and risks exist. Not only did I feel compelled to report the alleged abuse to …
Learning From School Restructuring
We analyzed cases of restructuring experiments in three elementary schools, each with ethnically diverse populations, located in large urban school districts in different parts of the United States. Over 2 years, we gathered data on views and classroom writing practices of two teachers in each school through on-site interviews and observations. We also interviewed the principal and other support personnel. We found that these three schools did su…
Constructing Multiple Subjectivities in Classroom Literacy Contexts
Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student’s participation was influenced by gender, social class, ethnicity, and the task. Suggests that interpretations of students’ interactions provide opportunities for developing a more sophisticated approach to multicultural education
The Literature‐Based Basals in First‐Grade Classrooms
S In a longitudinal study of teachers in four districts across the state of Texas, we used a survey, interviews, and observations to examine changes in teacher practices related to the adoption of the new literature‐based basal reader programs. Through surveys we collected the views of over 250 teachers statewide and focused on 14 teachers for a more in‐depth examination. We present our results in two stages: Year 1 was the baseline year before t…
Identifying Teacher Practices that Connect Home and School
How Will Diversity Affect Literacy in the Next Millennium
The authors discuss their ideas about the affect of diverse learners, classrooms, and societies on literacy teaching and learning
Identity Construction in Elementary Readers and Writers
S By examining the perspectives of students and others close to them, this study of 12 fifth graders from diverse backgrounds explores the role of literacy and curriculum in identity construction. Data collection included interviews with students, parents, the teacher, and peers; classroom observations; and analyses of student writing. Analyses of the data suggested that there was coherence of perspectives about six of the students while there wa…
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Understanding Writing Contexts for English Language Learners
This article explores the writing opportunities provided to Spanish-speaking and Mandarinspeaking English Language Learners at the fourth and fifth-grade level across the various classroom settings in which they participated daily: an all-English speaking classroom, an Englishas- a-second language (ESL) classroom, and a native-language classroom. The students’ school routines were quite complicated, as each interacted daily with several different…
Valuing relationships, valuing differences
Revisiting teaching preparation and practices for writing in Singapore
Reimagining writing
Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research‐practice partnership to reimagine writing instruction in a high school English course by incorporating human‐centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the posit…
What do Children Value in a K/1 Writing Workshop
Writing workshop models, historically grounded in expressivist views of writing, emphasize student agency by encouraging choice of topics, genres, and audiences. At the same time, workshops have been critiqued for privileging personal narratives, overlooking popular culture, and reproducing dominant cultural norms. Drawing on a communities of practice framework, this qualitative case study examined what children value in a K/1 writing workshop. D…
Psychology (14 works) · Pedagogy (11 works) · Sociology (11 works) · Mathematics education (10 works) · Linguistics (5 works) · Philosophy (5 works) · Discourse Analysis in Language Studies (4 works) · Educator Training and Historical Pedagogy (4 works) · EFL/ESL Teaching and Learning (4 works) · Literacy (4 works)