Research and Other Creative Activities

Research and Other Creative Activities (COE P&T Guidelines, 3.4A)

Research Overview and Trajectory

I have developed a narrative overview of my research, a research trajectory graphic, and a description of research next steps (see p. 5) outlining my lines of inquiry, the datasets gathered for each, past publications and presentations, and future plans for research. 

Letters of Support (Research)

• F. Blake Tenore

• Maika Yeigh

• Anita Bright

• Jason Ranker

Peer-Reviewed Publications

• Davis, D., Tenore, B., McElhone, D., & DeIaco, R. (2022). What do upper-elementary and middle school teachers know about the processes of text comprehension? Reading and Writing, 35(3), 1-27. doi: 10.1007/s11145-022-10268-4 (manuscript link)

• McElhone, D., & Yeigh, M. (2022). Disrupting the Deficit-Gaze: Building Asset Language with Teacher Candidates. In S. Clemm von Hohenberg (ed.). Handbook on Dispositional Development and Assessment in Teacher Preparation Programs. IGI Global. (manuscript link)

• Yeigh, M., Villagomez, A., Lenski, S.J., McElhone, D., & Larson, M.L. (October 2017). Teachers’ professional judgment in contrast with policy mandates: Instructional material adoption and students’ needs. Northwest Journal of Teacher Education, 12(2), 1-12. (manuscript link)

• McElhone, D., Davis, D., & Tenore, F. (2017). How teachers mobilize and transform their conceptualizations of reading comprehension into representations of instructional practice. Literacy Research: Theory, Method, & Practice, 66 (1), 232–247. (manuscript link)

• Lenski, S., Larson, M.L., McElhone, D., Davis, D., Lauritzen, C., Villagomez, A., Yeigh, M., Landon-Hays, M., LeJeune, M., & Scales, D. (2016). What teachers want: A statewide survey of reading and English language arts teachers’ instructional materials, preferences, and practices. Literacy Research and Instruction, 55(3), 237-261. (manuscript link)

• Davis, D., McElhone, D., & Tenore, F. (2015). A dialogic account of reader-text interactions. English Teaching: Practice & Critique, 14, 335-349. (manuscript link)

• McElhone, D. (2015). Using stems and supported inquiry to help an elementary teacher move toward dialogic reading instruction. Journal of Classroom Interaction, 50(2), 156-171. (manuscript link)

• McElhone, D. (2013). Pressing for elaboration in student talk about texts. Journal of Classroom Interaction, 48(1), 4-15. (manuscript link)

• McElhone, D., & Tilley, T. (2013). Following the teacher’s lead in professional development to improve classroom talk around texts. Action in Teacher Education, 35, 3-18. (manuscript link)

• McElhone, D. (2012). Tell us more: Reading comprehension, engagement, and conceptual press discourse. Reading Psychology, 55, 525-561. (manuscript link)

•  McElhone, D., Hebard, H., Scott, R., & Juel, C. (2009). The role of vision in trajectories of literacy practice among new teachers. Studying Teacher Education, 5, 147-158. (manuscript link)

Other Publications 

• Lenski, S.J., McElhone, D., Legard Larson, M., Yeigh, M.J., Lauritzen, C. (2015). Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary.  Oregon Teachers of Teachers of Literacy. Curriculum and Instruction Faculty Publications and Presentations. 49. (manuscript link)

• McElhone, D. (2014). Text talk: Engaging readers in purposeful discussions. In K. Wood, J. Paratore, R. McCormack, & B. Kissel (Eds.), What’s new in literacy teaching? IRA e-ssentials series. Newark, DE: International Reading Association. (manuscript link) (Example of Research Impact)

• McElhone, D. (2013, Fall). Toward a balanced diet in literacy assessment. Reading Forecaster, 2-3. (manuscript link)

• McElhone, D. (2012, Fall). GCLR webinars for cutting-edge professional development. Reading Forecaster, 8. (manuscript link)

• McElhone, D. (2012, Spring). Video as a tool for improving classroom talk. Reading Forecaster, 1-2. (manuscript link)

• McElhone, D. (2011, Fall). Making every interaction count. Reading Forecaster, 11. (manuscript link)

Research Informing the Design of a New Undergraduate Major in Elementary Education

Licensure in Elementary Education Program (LEEP) Focus Group Study (see pp. 2-5)

Example Grant Proposal

Co-PI. (2013). A cross-sectional and longitudinal examination of teachers’ specialized knowledge for supporting reader–text Interactions. Grant awarded by the Spencer Foundation. This grant pays for GA support, course release time, and other expenses associated with a new cross-institutional and longitudinal study. Award: $49,932. (proposal)

Refereed Presentations at Professional Meetings

McElhone, D., Begay, V., Murray, O., Stuart McQueen, S., & Vega O’Neil, L. (2024, April). Using community focus groups to inform the design of an anti-racist teacher preparation program. Paper proposal submitted for the annual meeting of the American Educational Research Association, Philadelphia, PA. 

McElhone, D., & Vega O’Neil, L. (2023, November). Using historically responsive literacy to create belonging in elementary classrooms. Proposal accepted for presentation at the Oregon Council of Teachers of English (OCTE), Oregon Council for the Social Studies (OCSS), and Oregon State Literacy Association (OSLA) “Reimagining Our World Together” Conference.

Bright, A., & McElhone, D. (2023, May). Purposeful profanity in addressing the grotesque: The pursuit of truth through poetry in a doctoral seminar. Paper presented at the annual meeting of the American Educational Research Association, virtual.

Yeigh, M., & McElhone, D. (2023, March). How do secondary teacher candidates view students?: Taking educational responsibility through asset-based discourse and mindsets. Presented at the Association of Teacher Education Annual Conference, Jacksonville, FL.

McElhone, D., Vega O’Neil, L., Murray, O., Lam Moffett, C. (2023, March 10). Preparing reading teachers in a contested space. Presented at the annual meeting of the Oregon Association of Teacher Educators, Portland, Oregon.

McElhone, D., & Bright, A. (2022, June). Leveraging swearwords with doctoral students: The pedagogical power of purposeful profanity in addressing the grotesque in the US and beyond.  Paper presented at the Educational Role of Language V Conference, Nitra, Slovakia.

McElhone, D., & Yeigh, M. J. (2021, April). Disrupting the deficit gaze: Building asset language with teacher candidates. Paper presented at the annual meeting of the American Educational Research Association (Virtual).

Bright, A., & McElhone, D. (2020, October). Humanizing research as a means for healing: Growing together in the shadow of a pandemic. Paper accepted for the Annual meeting of the American Educational Studies Association, San Antonio, TX (Conference canceled).

Tenore, F., Davis, D., & McElhone, D. (2019, December). Toward theorizing variation in teachers’ specialized knowledges for teaching reading comprehension. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.

McElhone, D., Tenore, F., & Davis, D.  (2017, April). How do middle-grades teachers leverage specialized knowledge of reader-text interactions to provide effective, equitable reading instruction? Presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

McElhone, D., Davis, D., & Tenore, B. (2016, December). How do teachers mobilize and transform their conceptualizations of reader–text interactions into representations of instructional practice? Presented at the annual meeting of the Literacy Research Association, Nashville, TN.

McElhone, D., Larson, M.L., LeJeune, M., Landon-Hays, M., & Villagomez, A. (2016, February). Material matters: What teachers have to say about the curriculum. Presented at the annual meeting of the Oregon Reading Association (ORA), Portland, OR.

Tenore, F., Davis, D., McElhone, D., & Kharod, D. (2015, December). Studying teachers’ specialized knowledge for teaching reader–text interactions. Presented at the annual conference of the Literacy Research Association, Carlsbad, CA.

Larson, M., Lenski, S., McElhone, D., Yeigh, M., Laforce, B., & Davis, D. (2015, December). Using teachers’ views to impact statewide policy change: recommendations from a statewide reading instructional materials and practices survey. Presented at the annual conference of the Literacy Research Association, Carlsbad, CA.

McElhone, D., Larson, M. L., Landon-Hays, M., LeJeune, M., Yeigh, M., Villagomez, A. (2015, March). We have to adopt that?!?! Results and implications from the Fall 2014 survey of Oregon literacy instructional practices and materials. Presented at the annual meeting of the Oregon Association of Teacher Educators, Portland, OR.

McElhone, D. (2014, April). Putting students in a position to elaborate: Powerful talk about texts in individual conferences and small groups. Paper proposal accepted for presentation the annual meeting of the American Educational Research Association, Philadelphia, PA.

Davis, D., McElhone, D., & Tenore, F. (2013, December). Developing a conceptual heuristic for reader–text interactions. Paper presented at the annual meeting of the Literacy Research Association (formerly National Reading Conference), Dallas, TX.

McElhone, D. (2012, November). What should go in the “E position”?” Teacher–student talk, engagement, and reading comprehension. Paper presented at the annual meeting of the Literacy Research Association (formerly National Reading Conference), San Diego, CA.

McElhone, D. (2012, April). Talking to teach, talking to learn: Discourse analysis across two contexts. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

McElhone, D. & Tilley, T. (2011, December). Following the teacher’s lead in professional development to improve classroom discourse around texts. Paper presented at the annual meeting of the Literacy Research Association (formerly National Reading Conference), Jacksonville, FL.

McElhone, D. (2011, April). Conceptual press discourse: Choosing talk moves that support reading engagement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Lenski, S.D., McElhone, D., Ranker, J., & Shrier, D. (2010, February). Keys to engagement: Choice, literature, digital media, and discourse. West IRA Regional Conference, Portland, OR.

McElhone, D. (2009, December). Pressing further: Discourse patterns that support elaborated student talk during individual reading conferences. Paper presented at the National Reading Conference, Albuquerque, NM.

McElhone, D. (2009, April). Guess what’s in my head vs. go deeper: Teacher-student discourse and student understandings about reading. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

McElhone, D. (2008, December). Conceptual press discourse in reading comprehension instruction: Making every interaction count. Paper presented at the National Reading Conference, Orlando, FL.

McElhone, D., Hebard, H., Scott, R., & Juel, C. (2008, March). The role of vision in trajectories of literacy practice among new teachers. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Murata, A., Juel, C., McElhone, D., Hebard, H., Scott, R., & Pothen, B. (2008, March). Preservice teacher development in mathematics and literacy: How parallel? Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

McElhone, D. (2007, November). Using a teacher development model to examine preservice literacy teacher learning: The case of Teresa. Paper presented at the National Reading Conference, Austin, TX.

Hebard, H. & McElhone, D. (2007, July). The teacher I want to be: Developing vision, motivation, and understanding in a preservice elementary program. Paper presented at the national conference of the Association of Teacher Educators, Milwaukee, WI.

Wilson, J., Mathias, A., Hebard, H., McElhone, D., Scott, R., & Juel, C. (2006, April). Tutoring early readers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Fellowship

Recipient. (2008, September). Literacy PreDoctoral Fellowship. Awarded by the National Academy of Education and the Carnegie Corporation of New York. Awarded to support research aimed at improving student literacy outcomes. Included ongoing training and access to a community of internationally recognized literacy scholars. Award: $25,000.

Grants Funded

Recipient. (2022). Office of Academic Innovation Online Programs Funds. Secured funds and technical assistance to support development of online Canvas course content for the 33 distinct courses in the Licensure in Elementary Education Program. Total to be distributed 2023–2025: $190,978.

Recipient. (2021). Centering Equity while Coming Back Together. Grant awarded by the Multnomah Clackamas Regional Educator Network. Paid for the elementary Graduate Teacher Education Program to offer a series of Summer Seminars for incoming students to address community expectations, communication, microaggressions, and identity, and to engage in affinity spaces. Funding enabled the program to involve every teacher candidate instructor (including adjuncts) and to hire an equity coach to support our planning and facilitation. Award: $33,768.

Contributor. (2019). University School Partnerships for the Renewal of Teacher Preparation (USPREP). Collaborated on preparation of proposal to secure funding and technical support for transformation of PSU teacher licensure programs. Played a lead role in implementation of grant initiatives. Project focuses on strengthening collaboration and data sharing between COE teacher licensure programs and local school districts hosting student teachers, with the goal of making data-driven improvements to teacher preparation on campus and in K-12 schools. Award: $300,000, plus ongoing technical support from Texas Tech Regional Transformation Specialists and paid travel to learning tours and convenings from 2020-2023.

Co-PI. (2013). A Cross-Sectional and Longitudinal Examination of Teachers’ Specialized Knowledge for Supporting Reader–Text Interactions. Grant awarded by the Spencer Foundation. This grant pays for GA support, course release time, and other expenses associated with a new cross-institutional and longitudinal study. Award: $49,932.

Recipient. (2013). Faculty Enhancement Grant. Competitive grant awarded by Portland State University to support faculty research. Project Title: Examining Teachers’ Specialized Knowledge for Teaching Reader–Text Interactions. This grant pays for GA support, course release time, and other expenses associated with a new cross-institutional and longitudinal study. Award: $14,986.

Recipient. (2012). GSE iPad Initiative. Proposal to use an iPad as an instructional tool in literacy methods courses by sharing apps relevant to instruction and assessment with students was accepted. Award: Use of GSE iPad.

Recipient. (2011). GSE Faculty Research Fund Award. Competitive grant awarded by GSE Research Advisory Group at Portland State University to support faculty research. This grant paid for transcription for the study “Talking to Teach, Talking to Learn: Discourse Analysis Across Two Contexts.” Award: $1,500.

Recipient. (2010). Faculty Enhancement Grant. Competitive grant awarded by Portland State University to support faculty research. Project Title: Conceptual Press Discourse in Reading Comprehension Instruction: Making Every Interaction Count. This grant paid for software and course release time. Award: $6,028.

Recipient. (2008). Researcher-in-Training Grant. Competitive grant awarded by the Stanford University School of Education to support dissertation research. Project Title: Conceptual Press Discourse in Reading Comprehension Instruction: Making Every Interaction Count. Award: $6,500. 

Recipient. (2008). Steven Stahl Research Grant. Sponsored by the International Reading Association. Awarded for research focused on improving reading instruction and children’s reading achievement. Award: $1,000.

Unfunded Grant

Co-PI. (2013). Examining Teacher Specialized Knowledge of Reader–Text Interactions. Submitted for the Elva Knight Research Grant, sponsored by the International Reading Association.