Lois A Groth
Biographic Data
| ID | 6758340 |
|---|---|
| NAME | Lois A Groth |
| GIVEN NAMES | Lois A |
| FAMILY NAME | Groth |
| SIGNATURE | GROTH L A |
| AFFILIATIONS | George Mason University, Fairfax, Virginia, USA |
| ORCID | 0000-0003-3382-4789 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring science of reading policy through the lens of self-determination theory
We believe that reading instruction should be guided by scientific research. The science of reading (SOR) outlines the knowledge and skills students need to learn to read. Currently, policymakers and educational leaders are specifying curricular materials and instructional approaches while outlawing others to mandate SOR instruction. In this paper, we argue that such SOR policies hinder students’ motivation and work, thereby undermining learning.…
Designing and Implementing Site-Based Courses in Elementary Teacher Preparation
In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK–12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates’ perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher c…
Designing and Implementing Site-Based Courses in Elementary Teacher Preparation
In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK–12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates’ perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher c…
Designing and Implementing Site-Based Courses in Elementary Teacher Preparation
In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK–12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates’ perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher c…
Exploring science of reading policy through the lens of self-determination theory
We believe that reading instruction should be guided by scientific research. The science of reading (SOR) outlines the knowledge and skills students need to learn to read. Currently, policymakers and educational leaders are specifying curricular materials and instructional approaches while outlawing others to mandate SOR instruction. In this paper, we argue that such SOR policies hinder students’ motivation and work, thereby undermining learning.…
Autonomy (2 works) · Collaborative Teaching and Inclusion (1 work) · Competence (human resources (1 work) · Conversation (1 work) · Education, Achievement, and Giftedness (1 work) · Faculty Development (1 work) · Feeling (1 work) · Innovative Teaching and Learning Methods (1 work) · Literacy (1 work) · Mandate (1 work)