Carol Booth Olson

Carol Booth Olson
University of California, Irvine | UCI · School of Education

Ph.D.

About

59
Publications
23,733
Reads
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417
Citations
Introduction
Carol Booth Olson is the Director of the UC Irvine site of the NWP/CWP and a Professor in the UCI School of Education. In 2007, she received the Alan Purves Award from the NCTE for the article in Research in the Teaching of English deemed most likely to impact educational practice for an eight-year long study in Santa Ana Unified School District and in 2009, she received the Richard A. Meade Award from NCTE for the same article. In 2018, she received the UCI Engage Outstanding Community Engaged Research Award.
Additional affiliations
September 1980 - present
University of California, Irvine
Position
  • Managing Director

Publications

Publications (59)
Article
Extensive reform is taking place in community colleges across the nation to help expedite the attainment of students’ academic goals of degree completion and transfer to four-year institutions. At the institution in this study, the faculty-created-and-scored college writing placement test and the precollegiate course sequence were replaced with an...
Article
With a premium placed on academic writing in the U.S. secondary education context, adolescent L2 students are expected to develop advanced skills to analyze, interpret, and produce complex texts in a variety of content areas, which require proficiency in academic language. To enhance the academic literacy of developing L2 writers and to meet their...
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Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how to compose an effective essay, the self-efficacy skills, and the goal setting skills that will help with completing this task in accomplished ways. This sequential...
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Writing is a critical skill that can impact students’ academic and economic trajectories, particularly for community college students, most of whom are considered underprepared by various placement measures. While nation-wide efforts have been made to eliminate placement exams and pre-collegiate writing course sequences and to place students direct...
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Abstract: With a premium placed on academic writing, adolescent multilingual writers are expected to develop advanced skills to analyze, interpret, and produce complex texts in a variety of content areas. The higher-order analytical thinking skills that are essential in academic writing require higher linguistic competency and academic language pro...
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Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance studen...
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Despite national efforts to accelerate students through pre-collegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a Calif...
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In this exploratory study of community college writing centers, the responses of students, tutors, and instructors are analyzed to explore two issues: what writing challenges each group identifies and expects writing assistance with in the center and what perceptions the groups have of the efficacy of writing center assistance.
Article
This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban, lo...
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Three essential practices bolster English language learners' writing skills. The statistic is alarming. A mere one percent of 12th grade English language learners (ELLs) scored proficient or above in writing on the most recent administration of the National Assessment of Educational Progress in 2011 (National Center for Education Statistics, 2012)....
Article
Adopted by 46 states, the Common Core State Standards (CCSS) present a vision of what it means to be literate in the twenty-first century and call for all students, including English learners, to develop critical reading skills necessary for a deep understanding of complex texts, and critical writing skills to write about those texts. This article...
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This study reports on the effects of the Pathway Project, a professional development intervention aimed at supporting the academic language development of English Learners (ELs). Using a subset of data collected during a multi-site cluster randomized controlled trial involving nine middle and six high schools in an urban, low-income school district...
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In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. P...
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This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigne...
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Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in o...
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These two recipients of this year's Alan C. Purves Award reflect on their work (reported in "RTE" Vol. 41, No. 3, pp. 269-303) on "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" and the lessons they learned from their original research study as they tried to replicate the projec...
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Full-text available
This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing p...
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The article focuses on the tutorial designed by author Carol Booth Olson, that introduces students to the cognitive strategies in their mental tool kits and enables them to practice as they read and respond to a short story by African-American author Toni Cade Bambara entitled "The War of the Wall." Geared toward middle school students but appropri...
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The concept of writing as process has revolutionized the way many view composition, and this book is organized by the stages of that process. Each section begins with a well-known author presenting specific techniques, followed by commentaries which include testimonials, applications of writing techniques, and descriptions of strategy modifications...
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The Thinking/Writing model integrates principles of learning theory, composing process research, and practical writing strategies. It is developed to motivate teachers to use writing as a tool for promoting cognitive growth. (MD)
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Thesis (Ph. D.)--University of California, Los Angeles, 1977. Includes bibliographical references (leaves 227-235). Photocopy.
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No moment of teaching is an island, entire of itself. Every move I make, every decision to speak or keep silent, every utterance emerges out of a larger on-going professional conversation, as unfinished now as it was a hundred years ago when that first En-glish Journal (EJ) appeared. My specific moves as a teacher are turns at talk in that conversa...

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Projects (2)
Project
The project aims to close the achievement gap for EL students by providing high-quality PD to teachers in the Pathway intervention, thereby improving teaching quality to help secondary ELs successfully complete courses in core academic subjects and become college-bound. Student outcomes will include improvements in writing as measured by an on-demand pre/post assessment of analytical essay writing and State and district assessments; ELA standardized test scores; and high school graduation rates.