Valerie Dunham
Biographic Data
| ID | 7220081 |
|---|---|
| NAME | Valerie Dunham |
| GIVEN NAMES | Valerie |
| FAMILY NAME | Dunham |
| SIGNATURE | DUNHAM V |
| AFFILIATIONS | Virginia Tech Blacksburg Virginia USA |
| ORCID | 0009-0007-9890-1841 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Discourse Within the Interactional Space of Literacy Coaching
Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, an…
Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts
Since approximately 1988, the literacy achievement gap has remained stagnant in the United States. Despite data that suggest desegregation efforts have been most impactful on closing this gap, contemporary intervention efforts have often taken the form of homogeneous ability grouping and tracking, practices that lead to segregation along racial, ethnic, socioeconomic, and lingual lines. Ability grouping carries negative consequences for students …
No prominent works on this page.
Discourse Within the Interactional Space of Literacy Coaching
Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, an…
Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts
Since approximately 1988, the literacy achievement gap has remained stagnant in the United States. Despite data that suggest desegregation efforts have been most impactful on closing this gap, contemporary intervention efforts have often taken the form of homogeneous ability grouping and tracking, practices that lead to segregation along racial, ethnic, socioeconomic, and lingual lines. Ability grouping carries negative consequences for students …
Coaching (1 work) · Coaching Methods and Impact (1 work) · Discourse analysis (1 work) · Educational and Psychological Assessments (1 work) · Linguistics (1 work) · Literacy (1 work) · Mathematics education (1 work) · Pedagogy (1 work) · Psychology (1 work) · Reflective Practices in Education (1 work)