Alyson Lavigne

Alyson Lavigne
Utah State University | USU · School of Teacher Education and Leadership

Ph.D. Educational Psychology

About

44
Publications
16,748
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552
Citations
Introduction
Alyson Lavigne is an associate professor of instructional leadership at Utah State University. Using her training as an educational psychologist and classroom researcher, Lavigne has conducted research on teacher retention, teachers’ beliefs, teacher supervision and evaluation, and Latinx students’ experiences.
Additional affiliations
August 2016 - August 2016
Roosevelt University
Position
  • Associate Professor & Coordinator - Program Evaluation
Education
August 2005 - August 2010
August 1999 - May 2003
Mount Holyoke College
Field of study
  • Psychology; Sports Science (from Smith College)

Publications

Publications (44)
Article
Background/Context The stakes are getting higher for teachers daily as more and more states adopt hiring, firing, and tenure-granting policies based on teacher evaluations. Even more concerning is the limited discussion about whether or not high-stakes teacher evaluation can meet the intended outcome of improved student achievement, and at what cos...
Article
Full-text available
The aim of the current study is to assess school leaders’ perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent sign...
Article
New teacher evaluation reform efforts in the United States hold principals accountable for improving teaching and learning. Yet little is known about how effective principals are at these instructional leadership tasks or how principals experience and adapt to the demands of teacher evaluation reform over time. In the current study, principals (n =...
Article
As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability and oversight under the No C...
Research
Full-text available
Teachers have a clear and important impact on student learning. 1 We have long known that teachers impact student achievement. 2 Thus, considerable policy attention, time, and effort have focused on teacher evaluation. Our recommendations for teacher evaluation include placing more emphasis upon improving teaching rather than stratifying teachers i...
Article
Full-text available
Schools are becoming increasingly diverse. While observing teaching is critical for improving and evaluating teacher practice, few studies have explored how culturally responsive instruction (CRI) might expand dominant understandings of good teaching. Using classroom observations of teachers (U.S.: n ¼ 10, Netherlands: n ¼ 8), we compare an observa...
Article
Full-text available
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. T...
Article
Full-text available
The growing recognition of how much principals matter for student learning and how they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (...
Article
Full-text available
Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education - an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students’ achievements in DL education models are higher than in any other type of language learning pedagogy – ESL, Bilingual and Mono...
Article
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The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providin...
Research
Full-text available
Can we understand cultural components of classroom instruction? Observers' biases, expectations, and culturally-embedded beliefs make this task difficult. https://bold.expert/can-we-understand-cultural-components-of-classroom-instruction/
Article
Full-text available
Increasing diversity across the globe calls for teachers, leaders, and researchers to first get better at understanding and capturing cultural elements of classroom instruction before using that information to enhance student learning.
Article
The current study explores how principals (n = 568) experience a new teacher evaluation model under Race to the Top. Findings suggest that principals felt the least confident in their ability to identify teacher behaviors associated with student achievement gains and placed the least value on student achievement data. Evaluation experience predicte...
Book
Full-text available
Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress co...
Article
This article reviews Rosenthal and Jacobson’s (1968) seminal study, Pygmalion in the Classroom (PC). We consider what preceded PC, the actual study, immediate criticisms of it, Rosenthal’s reactions to the criticism, and, importantly, the research that followed PC from 1968 to roughly 1990. Despite critical criticisms of it, we conclude that PC had...
Book
Cultural competence is a critical skill teachers must posses if they are going to connect with racially diverse students. Misunderstanding or ignorance of the Latino value system, history, and culture create barriers between teachers and students that significantly deteriorate their potential for learning. Consider how you would typically greet a f...
Article
Formal schooling is a site of cultural socialization where children are taught how to see their world and themselves. As teachers are a primary medium through which this socialization occurs, the present study explores students’ perceptions of teachers’ care in two schools where a majority of students and teachers differ in cultural heritage. Like...
Article
Full-text available
In recent years, the benefits of bilingualism through dual language (DL) education models have been well documented. Despite evidence of bilinguals' heightened cognition and achievement, Midwestern English language learners (ELLs) are relegated to language programs that do nothing to enhance or maintain students' native language. This descriptive s...
Article
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Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Ass...
Book
Full-text available
In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feed...
Article
Full-text available
Morgan, Hodge, Trepinski, and Anderson (2014) have written an article that continues to confirm what we have known for some time—teacher effects on student achievement have limited stability. In this commentary, we address the other potential contributions this work can make to inform practice, policy, and research. While illustrating Morgan et al....
Article
Full-text available
This study examines the perceived struggles and successes of beginning, mid-career, and veteran teachers (N = 75). Using qualitative analysis of a cross-sectional sample, findings suggest that teachers’ descriptions of successes became increasingly more complex across the three career phases, shifting from a focus on teaching to students. Teachers’...
Article
Full-text available
Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning teachers who are most likely to leave teaching. This study explores teachers' beliefs about students in the US (N = 67) and if these beliefs ch...
Book
Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher eval...
Article
Background: American students have done poorly in algebra and that has generated policy concerns about preparing students for STEM careers. There has been growing recognition that the algebra problem may begin in earlier grades when students do not adequately master rational numbers. Purpose: The study provided a series of workshops organized aroun...
Article
Background American students have done poorly in algebra and that has generated policy concerns about preparing students for STEM careers. There has been growing recognition that the algebra problem may begin in earlier grades when students do not adequately master rational numbers. Purpose The study provided a series of workshops organized around...
Thesis
Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers—teachers who have stayed in the profes...
Article
Bruner (1985) once challenged learning theorists to define their model of the learner rather than design curriculum and instruction materials directed at a vague, and perhaps nonexistent, target. We suggest that motivation theorists do the same. The model of co-regulated learning that we describe (McCaslin, 2009) first posits learners who: (1) are...
Article
Full-text available
Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is k...
Article
To test the effectiveness of a brief intervention in the reduction of prenatal alcohol consumption by women when a partner is included. Randomized trial of a single session brief intervention given by the study nurse or principal investigator for 304 pregnant women and their partners. The women had positive T-ACE (Tolerance, Annoyed, Cut down, Eye-...

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Projects (4)
Archived project
Schools across the globe are more diverse than ever before. Research and theory suggest that diverse youth may benefit from teachers who possess certain skills, experiences, and practices. One example of such a practice is treating students’ languages and cultures as assets and worthy of integrating them in instruction (also known as culturally responsive instruction). However, there is little known about how culturally responsive instruction adds value to what is already known about generally effective teaching. In addition, research on culturally responsive teaching is mainly US based. To this end, the Teaching Diverse Youth project examines teaching practices in classrooms that serve diverse youth, both in the US and in the Netherlands. Classroom observations, video-recorded lessons and teacher survey and interview data will provide information on teachers’ instructional practices in diverse classrooms in the United States and the Netherlands and their beliefs about culturally responsive teaching. These data will inform two aims of the Teaching Diverse Youth Project. First, the project will describe how generally effective teaching and culturally responsive instruction (might) differ. Second, the Teaching Diverse Youth project will produce tools that can be utilized for professional development of teachers who want to increase their cultural responsiveness in teaching. Together, this study will help inform ongoing discussions about how to best face the challenges that teachers are confronted with when teaching an increasingly diverse student body. (English) Schulen auf der ganzen Welt sind diverser denn je. Forschung und Theorie legen nahe, dass schulpopulationen die von Diversität geprägt sind von Lehrern profitieren, die über bestimmte Fähigkeiten, Erfahrungen und Praktiken verfügen. Ein Beispiel für eine solche Praxis ist es die Sprache und Kultur von Schüler/-innen als wertvoll zu sehen und sie in den Unterricht zu integrieren (d.h. cultural responsive teaching oder kultursensibeles unterrichten). Es ist jedoch wenig darüber bekannt, wie sich kultursensibele Unterrichtsmethoden auf die Ergebnisse der Schüler/-innen auswirken und wie diese Praktiken einen Mehrwert zu dem bieten, was bereits über einen ansonsten effektiven Unterricht bekannt ist. Darüber hinaus stammt die Forschung über kulturel sensibelen Unterricht hauptsächlich aus den USA. Zu diesem Zweck untersucht das Projekt Teaching Diverse Youth die Lehrmethoden in Klassenzimmern in den USA und den Niederlanden. Observationen, videoaufgezeichnete Lektionen und Lehrerbefragungs- und Interviewdaten werden benutzt um die Unterrichtspraktiken von Lehrpersonen in den Vereinigten Staaten und den Niederlanden und über ihre Überzeugungen über kulturell sensibelen Unterricht liefern. Zunächst beschreiben wir, wie sich allgemein effektiver Unterricht und kulturell sensibeler Unterricht unterscheiden (können). Zweitens wird das Projekt Teaching Diverse Youth Handreichungen entwickeln, die für die berufliche Entwicklung von Lehrern genutzt werden können, die ihre kulturelle Sensibilität im Unterricht verbessern wollen. Unsere Studie stärkt die laufende Diskussionen darüber, wie man am besten mit der kulturellen Diversität umgeht, mit denen immer mehr Lehrpersonen konfrontiert werden. (German) Funded by the Jacobs Foundation: https://jacobsfoundation.org
Project
This descriptive study assesses the overall quality of individual feedback routines embedded within principal-teacher post-observation conferences. Transcripts of principal-teacher post-observation conferences (N = 42) will be coded for quality of feedback using the Feedback Assessment Scoring System (FASS). Individual feedback routines will be subjected to discourse analysis to codify the feedback into goal alignment and type (positive vs negative, process {improvement of cognitive process) versus outcome(what is right or wrong and why),explanations versus guidance, focus, learning versus outcome goal}. Additional analysis will be applied to individual feedback routines to examine if the feedback was being used to detect inefficient learning process or failed goals. Data collected in participant surveys will be used to compare sell-reported findings to discourse analysis findings. The goal of this research is to further examine the dialogic structures and situation of feedback to determine areas of the most effective feedback between principals and teachers.
Archived project