Laurie Elish‐Piper
Biographic Data
| ID | 7528003 |
|---|---|
| NAME | Laurie Elish‐Piper |
| GIVEN NAMES | Laurie |
| FAMILY NAME | Elish‐Piper |
| SIGNATURE | PIPER L E |
| AFFILIATIONS | Northern Illinois University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 0 |
Three Coaching Priorities for Enhancing Teacher Practice in Disciplinary Literacy Instruction in the English Language Arts
Discipline‐specific literacy instruction is key to supporting adolescents’ overall literacy development. Job‐embedded professional development that supports teachers’ discipline‐specific literacy instruction via instructional coaching is a promising approach to enacting disciplinary literacy instruction in English language arts ( ELA ) classrooms. Findings from a multiyear study of instructional coaching yielded three priorities that coaches can …
Scaffolding High School Students’ Reading of Complex Texts Using Linked Text Sets
Linked text sets (LTS) offer a promising approach to bring together adolescent students and complex texts, such as those required by the Common Core State Standards, using strategic scaffolding. LTS include a variety of print and media texts that address a guiding question that is meaningful to students such as, “Why is growing up so difficult?” The LTS approach is organized around three phases: Engagement, Exploration, and Expansion. As students…
Walking the Walk” With Teacher Education Candidates
Teacher educators can use active engagement strategies to help teacher candidates interact meaningfully with assigned readings for literacy methods courses. This approach to active engagement with required readings helps teacher candidates learn the content, concepts, and processes from text, and enables them to experience as learners the techniques, strategies, and processes advocated for use in K‐12 classrooms. The authors believe that helping …
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Walking the Walk” With Teacher Education Candidates
Teacher educators can use active engagement strategies to help teacher candidates interact meaningfully with assigned readings for literacy methods courses. This approach to active engagement with required readings helps teacher candidates learn the content, concepts, and processes from text, and enables them to experience as learners the techniques, strategies, and processes advocated for use in K‐12 classrooms. The authors believe that helping …
Scaffolding High School Students’ Reading of Complex Texts Using Linked Text Sets
Linked text sets (LTS) offer a promising approach to bring together adolescent students and complex texts, such as those required by the Common Core State Standards, using strategic scaffolding. LTS include a variety of print and media texts that address a guiding question that is meaningful to students such as, “Why is growing up so difficult?” The LTS approach is organized around three phases: Engagement, Exploration, and Expansion. As students…
Three Coaching Priorities for Enhancing Teacher Practice in Disciplinary Literacy Instruction in the English Language Arts
Discipline‐specific literacy instruction is key to supporting adolescents’ overall literacy development. Job‐embedded professional development that supports teachers’ discipline‐specific literacy instruction via instructional coaching is a promising approach to enacting disciplinary literacy instruction in English language arts ( ELA ) classrooms. Findings from a multiyear study of instructional coaching yielded three priorities that coaches can …
Literacy, Media, and Education (3 works) · Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Literacy (2 works) · Pedagogy (2 works) · Reading (process (2 works) · Sociology (2 works) · Action (physics (1 work) · Active learning (machine learning (1 work)