Leslie Bradbury
Biographic Data
| ID | 6508487 |
|---|---|
| NAME | Leslie Bradbury |
| GIVEN NAMES | Leslie |
| FAMILY NAME | Bradbury |
| SIGNATURE | BRADBURY L |
| AFFILIATIONS | Department of Curriculum and Instruction Appalachian State University Boone North Carolina |
| ORCID | 0000-0003-2840-7200 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First‐Graders’ Multimodal Sequential Explanations
This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre‐based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6‐day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a multimodal final assessment—a scaffold with drawing alongside text—that asked students to create a seque…
Assessing early primary students’ growth in a science unit using multiple modes of representation: Investigating the promise of explicit drawing instruction
In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing instruction (n=31). The year 2 students experienced a science unit using multiple modes of representation (…
Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts
The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio‐cultural context served as a theoretical framing for exploring structural and personal supports and const…
Borders to cross: Identifying sources of tension in mentor–intern relationships
Borders to cross: Identifying sources of tension in mentor–intern relationships
Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts
The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio‐cultural context served as a theoretical framing for exploring structural and personal supports and const…
Assessing early primary students’ growth in a science unit using multiple modes of representation: Investigating the promise of explicit drawing instruction
In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing instruction (n=31). The year 2 students experienced a science unit using multiple modes of representation (…
Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First‐Graders’ Multimodal Sequential Explanations
This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre‐based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6‐day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a multimodal final assessment—a scaffold with drawing alongside text—that asked students to create a seque…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Teacher education (2 works) · Teaching method (2 works) · Art Education and Development (1 works) · Collaborative Teaching and Inclusion (1 works) · Conceptual change (1 works)