Jeanne R Paratore

Biographic Data

ID5740118
NAMEJeanne R Paratore
GIVEN NAMESJeanne R
FAMILY NAMEParatore
SIGNATUREPARATORE J R
AFFILIATIONSBoston University
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS3
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1995
LATEST PUBLICATION YEAR2023
H-INDEX1

  • Using connected teaching and learning to deepen children’s interdisciplinary learning

    Open AccessLisa M O’Brien, Jeanne R Paratore et al.ARTICLEJournal of Early Childhood Research2023References: 7

    This qualitative study examined the interplay between teacher facilitation, children’s uptake of vocabulary and reasoning strategies, and the roles children assumed as learners as they experienced instruction grounded in Connected Teaching and Learning ([CTL] an interdisciplinary instructional framework that leverages key practices from culturally responsive pedagogies and meaningful use of multimodal text sets. Analyses suggest (1) students assu…

  • What Does It Mean to Say Coaching Is Relational

    Open AccessDavid Alan Robertson, Dana A Robertson et al.ARTICLEJournal of Reading Behavior2020

    This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…

  • Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading

    Open AccessJeanne R Paratore, Lisa M O’Brien et al.ARTICLETeaching and Teacher Education2016Cited by: 1References: 1

  • Mediating Complex Texts in the Upper Grades

    Open AccessEvelyn Ford‐Connors, Susan Dougherty et al.ARTICLEJournal of Adolescent & Adult…2015

    Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive ch…

  • Using Electronic Portfolios to Make Learning Public

    Open AccessKevin Fahey, Joshua Fahey Lawrence et al.ARTICLEJournal of Adolescent & Adult…2007

    Electronic portfolio technology can be used in different contexts to create classroom communities in which everyone, not just the teacher, cares about each student's learning. The authors describe how students in an urban middle school, undergraduate teacher preparation program, and graduate leadership program used an electronic bulletin board and portfolio process to make all of their work public. In these classrooms, student work was not simply…

  • Discourse between Teachers and Latino Parents During Conferences Based on Home Literacy Portfolios

    Open AccessJeanne R Paratore, Alisa Hindin et al.ARTICLEEducation and Urban Society1999Cited by: 2References: 10

  • Shifting Boundaries in Home and School Responsibilities

    Jeanne R Paratore, Anne Homza et al.ARTICLEResearch in the Teaching of English1995

    Preview this article: Shifting Boundaries in Home and School Responsibilities: The Construction of Home-Based Literacy Portfolios by Immigrant Parents and Their Children, Page 1 of 1 /docserver/preview/fulltext/rte/29/4/researchintheteachingofenglish15334-1.gif