Holly Hungerford-Kresser
Biographic Data
| ID | 6008437 |
|---|---|
| NAME | Holly Hungerford-Kresser |
| GIVEN NAMES | Holly |
| FAMILY NAME | Hungerford-Kresser |
| SIGNATURE | HUNGERFORD-KRESSER H |
| AFFILIATIONS | The University of Texas at Arlington |
| ORCID | 0000-0003-2461-2071 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
When There’s No Handbook
Beyond standards
When It “Feels Like a Giant Living Room”
We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared
Teaching With a Technological Twist
In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hea…
Character Journaling Through Social Networks
Countering reactionary attempts to ban social media from schools is a strong research based rationale for bringing social media into the literacy classroom. When used as a medium to explore literature—or more specifically for interactive character journaling—this medium exemplifies how meaning is created by individuals' interactions with texts, by the prior knowledge they bring to their reading, and by the negotiation of meaning by participants i…
Portraits of Practice
This interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-mak…
Positioning and the Discourses of Urban Education
Learning From Our Mistakes
This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students’ perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative fin…
When It “Feels Like a Giant Living Room”
We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared
Learning From Our Mistakes
This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students’ perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative fin…
Positioning and the Discourses of Urban Education
Portraits of Practice
This interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-mak…
Character Journaling Through Social Networks
Countering reactionary attempts to ban social media from schools is a strong research based rationale for bringing social media into the literacy classroom. When used as a medium to explore literature—or more specifically for interactive character journaling—this medium exemplifies how meaning is created by individuals' interactions with texts, by the prior knowledge they bring to their reading, and by the negotiation of meaning by participants i…
Teaching With a Technological Twist
In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hea…
When It “Feels Like a Giant Living Room”
We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared
Beyond standards
When There’s No Handbook
Pedagogy (8 works) · Psychology (7 works) · Sociology (7 works) · Computer Science (4 works) · Mathematics education (4 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Medical education (3 works) · Medicine (3 works) · Qualitative research (3 works)