
Sarah Levine
Academic Director, CSET, Ctr. Sup. Exc. in Teaching
All Publications
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Elementary Teachers' Scaffolding in Writing Instruction
LITERACY RESEARCH AND INSTRUCTION
2024
View details for DOI 10.1080/19388071.2024.2429509
View details for Web of Science ID 001360380800001
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The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write
READING RESEARCH QUARTERLY
2024
View details for DOI 10.1002/rrq.567
View details for Web of Science ID 001285081000001
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How do students use ChatGPT as a writing support?
JOURNAL OF ADOLESCENT & ADULT LITERACY
2024
View details for DOI 10.1002/jaal.1373
View details for Web of Science ID 001276291900001
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Beyond CheatBots: Examining Tensions in Teachers' and Students' Perceptions of Cheating and Learning with ChatGPT
EDUCATION SCIENCES
2024; 14 (5)
View details for DOI 10.3390/educsci14050500
View details for Web of Science ID 001232754400001
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A Life with Poetry: The Development of Poetic Literacy (Book Review)
STYLE
2024; 58 (1): 105-112
View details for DOI 10.5325/style.58.1.0105
View details for Web of Science ID 001206025200008
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Backtalk: ChatGPT: A powerful technology tool for writing instruction
PHI DELTA KAPPAN
2023; 105 (1): 66-67
View details for DOI 10.1177/00317217231197487
View details for Web of Science ID 001074281300015
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One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education
TEACHING AND TEACHER EDUCATION
2023; 129
View details for DOI 10.1016/j.tate.2023.104144
View details for Web of Science ID 000989315700001
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High school mathematics teachers' noticing of inequitable talk
JOURNAL OF MATHEMATICS TEACHER EDUCATION
2023
View details for DOI 10.1007/s10857-023-09572-9
View details for Web of Science ID 000943691600001
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INSIGHTS INTO TEACHERS' FUNDS OF KNOWLEDGE: COMPARING LANGUAGE ARTS TEACHERS' STANCES TOWARD THE SAME POEMS IN EVERYDAY AND SCHOOL SETTINGS
L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE
2023; 23 (2): 1-27
View details for DOI 10.21248/l1esll.2023.23.1.557
View details for Web of Science ID 001137113200001
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What if it WereOtherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature
READING RESEARCH QUARTERLY
2022
View details for DOI 10.1002/rrq.488
View details for Web of Science ID 000890361200001
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Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry
COGNITION AND INSTRUCTION
2022
View details for DOI 10.1080/07370008.2022.2092482
View details for Web of Science ID 000829795200001
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Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education
ENGLISH TEACHING-PRACTICE AND CRITIQUE
2022; 21 (1): 1
View details for DOI 10.1108/ETPC-04-2022-196
View details for Web of Science ID 000772787800001
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Authority and authenticity in teachers' questions about literature in three contexts
ENGLISH TEACHING-PRACTICE AND CRITIQUE
2022
View details for DOI 10.1108/ETPC-03-2021-0021
View details for Web of Science ID 000769215000001
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How Feeling Supports Students' Interpretive Discussions About Literature
JOURNAL OF LITERACY RESEARCH
2021
View details for DOI 10.1177/1086296X211052249
View details for Web of Science ID 000720393100001
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A Century of Change in High School English Assessments: An Analysis of 110 New York State Regents Exams, 1900-2018
RESEARCH IN THE TEACHING OF ENGLISH
2019; 54 (1): 31–57
View details for Web of Science ID 000488680700003
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Using Everyday Language to Support Students in Constructing Thematic Interpretations
JOURNAL OF THE LEARNING SCIENCES
2019; 28 (1): 1–31
View details for DOI 10.1080/10508406.2018.1485023
View details for Web of Science ID 000457995300001
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THEORY, DESIGN, AND TEACHER EXPERIENCE IN A LITERATURE-FOCUSED PROFESSIONAL DEVELOPMENT
L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE
2019; 19
View details for DOI 10.17239/L1ESLL-2019.19.04.05
View details for Web of Science ID 000498521500013
- Using Everyday Language to Support Students in Constructing Thematic Interpretations Journal of the Learning Sciences 2018: 1-31
- Epistemic cognition in literary reasoning Handbook of epistemic cognition 2016: 165-183
- Opening George Hillocks's Territory of Literature English Education 2016; 48 (2): 127
- Helping high school students read like experts: Affective evaluation, salience, and literary interpretation Cognition and Instruction 2015; 33 (2): 125-153
- Teaching writing with radio English Journal 2015: 21-29
- Making interpretation visible with an affect‐based strategy Reading Research Quarterly 2014; 49 (3): 283-303
- Using affective appraisal to help readers construct literary interpretations Scientific Study of Literature 2013; 3 (1): 105-136