STL Faculty Publish Article

Jacquelynn Malloy (Clemson University), Kelly N. Tracy, Roya Q. Scales, Kristin Menickelli, and W. David Scales published an article in the Journal of Literacy Research. The article is entitled “It’s Not About Being Right: Developing Argument Through Debate.” https://journals.sagepub.com/doi/10.1177/1086296X19896495#articleShareContainer

Teacher Leadership Research in Jamaica and the United States

Dr. Ellie Blair recently presented “Teacher leadership and school culture in Jamaica and the United States:  Narratives of power and agency” at two conferences: the American Educational Studies Association in Baltimore, Maryland and the International Association for Intercultural Education in Amsterdam, the Netherlands. 

Scales, Barrett-Tatum Publish Article

CF Logo LARGE

Drs. Roya Scales and Jennifer Barrett-Tatum published an article with a group of scholars across the US in Journal of Curriculum Studies. The article, ” Understanding literacy adoption policies across contexts: a multi-state examination of literacy curriculum decision-making” can be viewed here: https://www.tandfonline.com/doi/full/10.1080/00220272.2019.1683233

Scales, Tracy Publish Article

Drs. Roya Q. Scales and Kelly N. Tracy published an article with a group of scholars across the US in Action in Teacher Education, titled “Exploring connections between writing methods teacher education courses and K-12 field experience.” This is the second of three articles from a study of exemplary writing methods instructors. Article: https://doi.org/10.1080/01626620.2019.1600600

Faculty Publish Article

Gayle Maddox, Resa Chandler,  Tom Watterson, Vanessa Fiaud, and Bob Beaudet recently published the  article  “Kinesiology Gets Moving!  The NAKHE Leadership Development Workshop Goes Outside” in the International Journal of Kinesiology in Higher Education.

Tracy, Scales Receive Grant

Drs. Kelly Tracy and Roya Scales were awarded the Association of Literacy Educators and Researchers (ALER) Teacher Education Research Grant. The research project entitled, “A Cross-sectional View of Development in Learning to Teach Writing: From Candidates through the Novice Teaching Years” was fully funded at $2,993.25.