Alexa Quinn

James Madison University | JMU · College of Education

Purpose: Using morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods co...

Informational reading instruction plays an important role in early literacy but has traditionally received less emphasis than literary text in elementary classrooms. This mixed‐methods study illuminates trends from observed reading instruction of 77 first‐year elementary teachers, drawing on data from 761 lesson segments scored with the Protocol fo...

Wordless picturebooks provide opportunities for both families and teachers to engage with narrative texts beyond the confines of a particular language. In this ethnographic study, the researchers examined how one multilingual family interacted with a wordless picturebook across time. They observed shifts in who engaged with the reading; evidence of...

We know very little about what happens in elementary literacy methods courses, particularly those that focus on writing instruction. In this study, we offer a window into writing methods instruction, examining three pedagogies of practice used by experienced teacher educators (TEs) across one U.S. state —representations, decompositions, and approxi...