Evelyn Ford‐Connors
Biographic Data
| ID | 7528422 |
|---|---|
| NAME | Evelyn Ford‐Connors |
| GIVEN NAMES | Evelyn |
| FAMILY NAME | Ford‐Connors |
| SIGNATURE | CONNORS E F |
| AFFILIATIONS | Boston University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions
Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student pa…
Mediating Complex Texts in the Upper Grades
Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive ch…
No prominent works on this page.
Mediating Complex Texts in the Upper Grades
Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive ch…
What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions
Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student pa…
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Comprehension (2 works) · Teacher Education and Leadership Studies (2 works) · Affordance (1 work) · Coaching (1 work) · Cognition (1 work) · Cognitive psychology (1 work)