Chyllis E. Scott

Chyllis E. Scott
University of Nevada, Las Vegas | UNLV · Department of Teaching and Learning

Ph.D.

About

20
Publications
4,864
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
105
Citations

Publications

Publications (20)
Article
Full-text available
Tensions between high school writing curricula and students' lived literacies persist in spite of burgeoning research in multimodal composition. Drawn from the second iteration of a multi-year formative experiment, this narrative explores the dissonance stemming from the meeting of these two worlds in a project titled Digital Self Portrait. This co...
Article
Effective peer interaction is fundamental to social development, cognitive development, and academic success. Young children’s early exposure to and development of social competence begins in the home and is further developed upon entry into early childhood programmes. In the United States, where early childhood programmes serve increasingly divers...
Article
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifi...
Chapter
Full-text available
Teacher education programs are implementing more reflection into their coursework to better prepare future teachers to think critically in their classrooms. In this multiple-participant case study, the researchers analyze nine PSTs from two different teacher preparation programs. All PSTs participated in one-on-one or small group reading interventi...
Article
Full-text available
Purpose The purpose of this paper is to narrate authors’ personal and professional experiences as doctoral graduate students, highlighting the personal and academic growth fostered through an organic peer mentorship and advocating that these relationships be cultivated actively by faculty advisors. Design/methodology/approach The concepts of purpo...
Article
Full-text available
The purpose of this paper is to describe the experiences of an informal research and writing group of faculty and doctoral-level graduate students at a large university in the southwest United States. Semi-structured interviews and personal narratives were used to illustrate the group members' perceptions and experiences. Interviews, observations,...
Article
Full-text available
Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 3504 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 3504 studies was evaluated and coded using seven methodological quality indicators. The...
Article
Research continues to support the racial achieve-ment gap in education and dominant research para-digms seek to compare racial and gender performance across groups. While literature recognizes that Black girls outperform Black boys in every measured aca-demic domain, this study removes the ethnic and gen-der comparative distractors and focuses on B...
Article
Situated within the historical and current state of writing and adolescent literacy research, we conducted a systematic literature review in which we screened 2,871 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 37 final studies was evaluated and coded using seven methodologic...
Article
Full-text available
In response to teacher shortages and concerns over teacher turnover and attrition rates, especially in urban schools, an urban teaching internship supported by intensive mentoring and other induction procedures was designed and implemented. When compared to national, state, and program peers, data from the current study indicate statistically signi...
Article
Full-text available
Effective teaching of engineering concepts relies both on carefully designed lesson plans that meet specific learning outcomes, and on classroom activities that students find engaging. Without student engagement, even the best designed plans will fail to meet their outcomes. In other words, students need to be actively involved in the learning proc...

Network

Cited By