JeanMarie Farrow
Biographic Data
| ID | 6509435 |
|---|---|
| NAME | JeanMarie Farrow |
| GIVEN NAMES | JeanMarie |
| FAMILY NAME | Farrow |
| SIGNATURE | FARROW J |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-2072-938X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Advancing Translational Science Through AI-Enhanced Teacher Learning for Early Language and Composing
Composing in early childhood classrooms offers a critical opportunity to strengthen children’s language skills, yet many teachers feel underprepared to provide this instruction. This study examines whether an AI-enhanced digital platform (L4C) can serve as a sustainable, community-based professional development model that bridges theory and practice. Twenty-nine teachers in the southeastern United States engaged with L4C, a professional learning …
Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning
This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and thei…
Practicing inquiry
The promise of the project to student-centered learning
Practice-based coaching for project-based teaching
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos wer…
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos wer…
Practice-based coaching for project-based teaching
Practicing inquiry
The promise of the project to student-centered learning
Advancing Translational Science Through AI-Enhanced Teacher Learning for Early Language and Composing
Composing in early childhood classrooms offers a critical opportunity to strengthen children’s language skills, yet many teachers feel underprepared to provide this instruction. This study examines whether an AI-enhanced digital platform (L4C) can serve as a sustainable, community-based professional development model that bridges theory and practice. Twenty-nine teachers in the southeastern United States engaged with L4C, a professional learning …
Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning
This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and thei…
Mathematics education (6 works) · Psychology (6 works) · Pedagogy (5 works) · Computer Science (3 works) · Language acquisition (3 works) · Teaching method (3 works) · Developmental psychology (2 works) · Early childhood education (2 works) · Faculty Development (2 works) · Language Development and Disorders (2 works)