Hilary Mead
Biographic Data
| ID | 6556146 |
|---|---|
| NAME | Hilary Mead |
| GIVEN NAMES | Hilary |
| FAMILY NAME | Mead |
| SIGNATURE | MEAD H |
| AFFILIATIONS | University of Delaware |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction
Although rudimentary forms of argumentation emerge early in oral language, many students, especially English Language Learners (ELLs), struggle to construct evidence-based written arguments. These difficulties may stem from limited academic vocabulary, unfamiliarity with genre conventions, and fewer opportunities to use academic language involving argumentation. This study examined whether exposure to a dialogic instruction intervention that incl…
A Virtual Professional Development Program for Computer Science Education During Covid-19
Racial literacy theory into practice
This article reports on a research and teaching project that brought the theory of racial literacy into practice in teacher education. Three teacher educators collaborated to develop and implement racial literacy curriculum in their courses and to analyze the responses of teacher candidates. Through qualitative analysis of course assignments and interviews, the article explores how teacher candidates noticed and engaged with racialized dynamics i…
Polyvagal Theory and developmental psychopathology
No prominent works on this page.
Polyvagal Theory and developmental psychopathology
Racial literacy theory into practice
This article reports on a research and teaching project that brought the theory of racial literacy into practice in teacher education. Three teacher educators collaborated to develop and implement racial literacy curriculum in their courses and to analyze the responses of teacher candidates. Through qualitative analysis of course assignments and interviews, the article explores how teacher candidates noticed and engaged with racialized dynamics i…
A Virtual Professional Development Program for Computer Science Education During Covid-19
Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction
Although rudimentary forms of argumentation emerge early in oral language, many students, especially English Language Learners (ELLs), struggle to construct evidence-based written arguments. These difficulties may stem from limited academic vocabulary, unfamiliarity with genre conventions, and fewer opportunities to use academic language involving argumentation. This study examined whether exposure to a dialogic instruction intervention that incl…
Psychology (3 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Affordance (1 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 works) · Argumentation theory (1 works) · Argumentative (1 works) · Biosocial theory (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works)