Leslie S Rush
Biographic Data
| ID | 7528278 |
|---|---|
| NAME | Leslie S Rush |
| GIVEN NAMES | Leslie S |
| FAMILY NAME | Rush |
| SIGNATURE | RUSH L S |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0002-2515-9013 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Walk in my shoes
This qualitative study examines open-ended responses from U.S. public school teachers in a rural state who shared their post-COVID perspectives on teaching in response to a larger study on teacher job satisfaction and intent to stay in the field of teaching. Analysis of these responses is framed through Bronfenbrenner’s (1992) Ecological Systems Model, adapted for this research to position the teacher in the centre of the model, with outer circle…
Teacher Mental Health and District Employee Support in Rural Communities
Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teachin…
Making covert processes explicit
In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asse…
Mentors’ recommendations for work-life balance
New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life…
Moving Beyond Interpretive Monism
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reyn…
English Disciplinary Literacy
The authors explore foundational ideas of disciplinary literacy and articulate a research‐based heuristic for teaching disciplinary literacy in English language arts: generating, weaving, and curating. The authors apply the heuristic to the classroom, arguing that high school teachers should explicitly enhance students’ opportunities for low‐stakes interpretive moves by teaching them how to curate their own thoughts about texts and giving them th…
Reading Reading Research
Book reviewed in this article: Handbook of Reading Research, Volume III . Edited by Michael Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr. 2000
No prominent works on this page.
Reading Reading Research
Book reviewed in this article: Handbook of Reading Research, Volume III . Edited by Michael Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr. 2000
English Disciplinary Literacy
The authors explore foundational ideas of disciplinary literacy and articulate a research‐based heuristic for teaching disciplinary literacy in English language arts: generating, weaving, and curating. The authors apply the heuristic to the classroom, arguing that high school teachers should explicitly enhance students’ opportunities for low‐stakes interpretive moves by teaching them how to curate their own thoughts about texts and giving them th…
Moving Beyond Interpretive Monism
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reyn…
Mentors’ recommendations for work-life balance
New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life…
Walk in my shoes
This qualitative study examines open-ended responses from U.S. public school teachers in a rural state who shared their post-COVID perspectives on teaching in response to a larger study on teacher job satisfaction and intent to stay in the field of teaching. Analysis of these responses is framed through Bronfenbrenner’s (1992) Ecological Systems Model, adapted for this research to position the teacher in the centre of the model, with outer circle…
Teacher Mental Health and District Employee Support in Rural Communities
Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teachin…
Making covert processes explicit
In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asse…
Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Linguistics (4 works) · Computer Science (3 works) · Digital Storytelling and Education (3 works) · Discipline (3 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Mathematics education (3 works)