Erin M McTigue
Biographic Data
| ID | 5971286 |
|---|---|
| NAME | Erin M McTigue |
| GIVEN NAMES | Erin M |
| FAMILY NAME | McTigue |
| SIGNATURE | MCTIGUE E M |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0002-3245-9719 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 50 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Feedback Practices on Young Students’ Oral Reading
When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers’ feedback on elementary students’ reading and furthers its potential to support students’ agency in learning to read. A total of 52 empirical studies in K–5 settings were identified and ana…
Co-Teaching Implementation
School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transf…
Development and validation of the teachers’ digital learning identity survey
Gender differences in early literacy
Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point—early literacy—we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first considered the presence and meaningful nature of gender differences at school entry. Presence of difference…
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
The what, when, and how of preservice teachers and literacy across the disciplines
Adaptive and effortful control and academic self-efficacy beliefs on achievement
Adaptive and effortful control and academic self-efficacy beliefs on achievement
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
The what, when, and how of preservice teachers and literacy across the disciplines
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Adaptive and effortful control and academic self-efficacy beliefs on achievement
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
The what, when, and how of preservice teachers and literacy across the disciplines
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Critically Reviewing GraphoGame Across the World
Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotio…
Development and validation of the teachers’ digital learning identity survey
Gender differences in early literacy
Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point—early literacy—we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first considered the presence and meaningful nature of gender differences at school entry. Presence of difference…
Co-Teaching Implementation
School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transf…
Feedback Practices on Young Students’ Oral Reading
When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers’ feedback on elementary students’ reading and furthers its potential to support students’ agency in learning to read. A total of 52 empirical studies in K–5 settings were identified and ana…
Psychology (8 works) · Mathematics education (7 works) · Pedagogy (6 works) · Literacy (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Parental Involvement in Education (3 works) · Social Psychology (3 works) · Child Development and Digital Technology (2 works) · Early Childhood Education and Development (2 works)