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Similar Items: Field Notes in Professional Development: Science of Reading (SoR)

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Field Notes in Professional Development: Lets Read
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Field Note, January 2025
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“Because like – and so I don’t – so I think it’s maybe, I don’t know”: Performing traumatic effects while reading Lynda Barry’s The Freddie Stories
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RETRACTED: Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities
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The Science of Reading, Writing, and Dual and English Language Learners
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Finding your people, finding your place: Institutional collaborative writing groups as a compassionate approach to developing a professional SoTL identity
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Editor’s Note
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Editor’s Note
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Comparative Reflection on Best Known Instructional Design Models: Notes from the Field
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Pilot Study of the Dynamic Early Literacy Framework for Implementation of Science of Reading Aligned Instruction
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“Shakespeare nev’r said so!”
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The development of an enabling self-administered questionnaire for enhancing reading teachers' professional pedagogical insights
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Editorial Note
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Notes on Artificial Intelligence
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How Alphabet Knowledge Impacts Reading Development
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Science teachers' attendance of professional development programmes and their use of computer software in teaching
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Explanatory Note to Special Issue
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The role of professional learning communities on teacher professional development: A synthesis of qualitative evidence
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Examination of the Relationship between Reading Comprehension, Reading Fluency, and Reading Motivation Using Structural Equation Modeling
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Teacher Inquiry: A Catalyst for Professional Development
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Evaluation of the use of resource kits in professional development in science teaching
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From Negotiator to Note-Taker: The Role of Women Leaders and Academic Technology Cultures
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Reviewing professional development programs on inclusive teaching and learning
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Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?