Valerie L Marsh
Biographic Data
| ID | 7131055 |
|---|---|
| NAME | Valerie L Marsh |
| GIVEN NAMES | Valerie L |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH V L |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0001-8122-4070 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
How a university and a school district made change together
The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners …
Broadening Student and Teacher Participation
In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed…
Portal and Gatekeeper
To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice o…
Going Public
Building upon research exploring adolescent writing in technology‐mediated contexts, this article examines writing and sharing in the online space of Fanfiction.net. Drawing on qualitative data from a longitudinal inquiry with a 16‐year‐old who writes in multiple contexts, this study explores the writing opportunities afforded on Fanfiction.net and how the fanfiction public shapes one adolescent's practices and perspectives as a writer. Grounded …
No prominent works on this page.
Going Public
Building upon research exploring adolescent writing in technology‐mediated contexts, this article examines writing and sharing in the online space of Fanfiction.net. Drawing on qualitative data from a longitudinal inquiry with a 16‐year‐old who writes in multiple contexts, this study explores the writing opportunities afforded on Fanfiction.net and how the fanfiction public shapes one adolescent's practices and perspectives as a writer. Grounded …
Portal and Gatekeeper
To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice o…
Broadening Student and Teacher Participation
In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed…
How a university and a school district made change together
The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners …
Pedagogy (4 works) · Sociology (4 works) · Literacy, Media, and Education (3 works) · Political science (3 works) · Psychology (3 works) · Class (philosophy (2 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Active listening (1 work)