Sinéad Harmey
Biographic Data
| ID | 6329477 |
|---|---|
| NAME | Sinéad Harmey |
| GIVEN NAMES | Sinéad |
| FAMILY NAME | Harmey |
| SIGNATURE | HARMEY S |
| AFFILIATIONS | Queens College, CUNY |
| ORCID | 0000-0003-2846-5064 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Learning disruption or learning loss
Throughout the COVID-19 pandemic, the immediate and longer-term effects of school closures and ongoing interruptions on children’s learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due…
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Metatheoretical Differences between Running Records and Miscue Analysis
The purpose of this article is to examine the metatheoretical differences that impact how runningrecords and miscue analysis differ in (a) the quantification of readers’ produced responses totext and (b) the analysis of oral reading behaviors. After providing historical and metatheoretical overviews of both procedures, we present the data source, which included 74 records of oral readings from an extant data set collected from an informal reading…
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Metatheoretical Differences between Running Records and Miscue Analysis
The purpose of this article is to examine the metatheoretical differences that impact how runningrecords and miscue analysis differ in (a) the quantification of readers’ produced responses totext and (b) the analysis of oral reading behaviors. After providing historical and metatheoretical overviews of both procedures, we present the data source, which included 74 records of oral readings from an extant data set collected from an informal reading…
Learning disruption or learning loss
Throughout the COVID-19 pandemic, the immediate and longer-term effects of school closures and ongoing interruptions on children’s learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due…
Crisis policy enactment
This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differen…
Psychology (4 works) · Context (archaeology) (2 works) · Linguistics (2 works) · Medicine (2 works) · Pandemic (2 works) · Pedagogy (2 works) · Political science (2 works) · Public relations (2 works) · Reading and Literacy Development (2 works) · Apprehension (1 work)