Evelyn Ford-Connors, Ph.D.
Affiliations: | 2012 | Boston University, Boston, MA, United States |
Area:
Pedagogy Education, Middle School Education, Reading EducationGoogle:
"Evelyn Ford-Connors"Parents
Sign in to add mentor| Jeanne Paratore | grad student | 2012 | Boston University | |
| (Examining middle school teachers' talk during vocabulary instruction.) | ||||
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Publications
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| Robertson DA, Padesky LB, Ford-Connors E, et al. (2020) What Does It Mean to Say Coaching Is Relational Journal of Literacy Research. 52: 55-78 |
| Robertson DA, Ford-Connors E, Frahm T, et al. (2020) Unpacking productive coaching interactions: identifying coaching approaches that support instructional uptake Professional Development in Education. 46: 405-423 |
| Leighton CM, Ford-Connors E, Proctor CP, et al. (2019) Engaging Second-grade English Learners in Complex Texts, Topics, and Tasks Literacy Research and Instruction. 58: 272-294 |
| Ford-Connors E, Paratore JR. (2015) Vocabulary Instruction in Fifth Grade and Beyond: Sources of Word Learning and Productive Contexts for Development Review of Educational Research. 85: 50-91 |
| Ford-Connors E, Dougherty S, Robertson DA, et al. (2015) Mediating complex texts in the upper grades: Considering motivation, instructional intensity, and cognitive challenge Journal of Adolescent and Adult Literacy. 58: 650-659 |
| Robertson DA, Dougherty S, Ford-Connors E, et al. (2014) Re-envisioning instruction: Mediating complex text for older readers Reading Teacher. 67: 547-559 |