Technical Reports

  1. Litman, C., Greenleaf, C, Charney-Sirott, I., Sexton, U., & Brown, W. (2016). Constant comparison analysis and other classroom observation activity, 2011-2012. Project READI Technical Report #1
  2. Litman, C., Greenleaf, C, Charney-Sirott, I., Marple, S. & Sexton, U. (2016). Descriptive analysis of texts and tasks in secondary English language arts, history, and science. November 2012. Project READI Technical Report #2
  3. Litman, C., Marple, S., & Greenleaf (2015). The enduring impact of design-based professional development on literacy instruction in secondary subject areas. Project READI Technical Report #3
  4. Litman, C., Marple, S., & Greenleaf, C., with Bolz, M., Charney-Sirott, I., Richardson, L., & Hall, A. (2013). Classroom observation opportunity to learn analysis, November 2013. Project READI Technical Report #4
  5. Yukhymenko-Lescroart,M., Briner, S., Magliano,J. P., Lawless, K., Burkett, C., McCarthy, K., Lee, C.D., & Goldman, S. R. (2015). Believing in fiction: Development and initial validation of the literature epistemology scale (LES). Project READI Technical Report #5
  6. Salas, C., Griffin, T., Wiley, J., Britt, M. A., Blaum D., & Wallace, P. (2016). Validation of new epistemological scales related to inquiry learning. Project READI Technical Report #6
  7. Britt, M.A., Wiley, J., & Griffin, T. (2016). Summary: Basic studies in science and history. Project READI Technical Report #7
  8. Goldman, S. R., Magliano, J., Lee, C. D., Briner, S., McCathy, K., & Burkett, C. (2016). Basic studies in literature. Project READI Technical Report #8
  9. Lee, C. D. (2016). Guiding principles. READI literature interventions. Project READI Technical Report #9.
  10. Goldman, S. R., Britt, M. A., Lee, C. D., Wallace, P. & Project READI. (2016). Assessments of evidence-based argument in three disciplines: History, science and literature. Project READI Technical Report #10
  11. Lee, C. D. (2016). A longitudinal study of disciplinary literacy development in literature and history as a resource for identity development and psycho-social well being. Project READI Technical Report #11
  12. Lee, C. D., Goldman, S. R., Levine, S., Brown, M., & Loh, B., (2016). Sense-making in the disciplines: A digital tool to support content area. Project READI Technical Report #12
  13. Hall, A., Sosa, T., Levine, S., Lee, C.D., & Goldman, S.R. (2016). Iterative design and implementation of literature modules in high school classrooms. Project READI Technical Report #13
  15. Sosa, T., Hall, A. H., Goldman, S. R., & Lee, C. D. (2016). Developing symbolic interpretation through literary argumentation. Project READI Technical Report #15
  17. Greenleaf, C.; Brown, W.; Hale, G.; Sexton, U.; George, M.A (2012). Designing text-based investigations for evidence-based argumentation in science. Project READI Technical Report #17
  18. Brown, W., Greenleaf, C., Marple, S., Reade, F., Charney-Sirott, I., Sexton, U., Hale, G., Ko, M., James, K. & Burkett, C. (2016). Developing assessments of students’ science reading processes and explanatory models to measure learning outcomes from instruction with text-based investigation modules. Project READI Technical Report #18
  19. Ko, M., Brown, W., Greenleaf, C., James, K., & George, M. (2016). Studying the implementation of text-based investigations on water in middle school classrooms: lessons from collaborative design-based research. Project READI Technical Report #19
  20. Greenleaf, C., Brown, W., & Sexton, U. (2013). Studying the implementation of text-based investigations on MRSA in high school science classrooms: Lessons from collaborative design based research. Project READI Technical Report #20
  21. Ko, M.; Brown, W.; Greenleaf, C., & Goldman, S.R. (2016). Studying the implementation of text-based investigations on MRSA in middle school science classrooms: Lessons from collaborative design-based research. Project Project READI Technical Report #21
  22. Ko, M.; Brown, W.; Greenleaf, C., Goldman, S, Sela, R., Childress, E., & Juareguy, A. (2013). Developing and implementing a reading models mini-unit to support evidence-based argumentation in science. Project Project READI Technical Report #22
  23. Ko, M., James, K., Brown, W., Greenleaf, C., & Goldman, S.R. (2016). Developing and refining text-based investigations on homeostasis in high school classrooms: Lessons from collaborative design-based research. Project READI Technical Report #23
  24. Greenleaf, C., Brown, W., Litman, C., Charney-Sirott, I., Cribb, G, & Jensen, R. (2016). Iterative design of professional development to impact teacher knowledge, beliefs, and practices. Project READI Technical Report #24
  25. Greenleaf, C., Brown, W., Ko, M., Hale, G., Sexton, U., James, K. & George, M. (2016). Updated Design Rationale, Learning Goals, and Hypothesized Progressions for Text-Based Investigations in Middle and High School Science Classrooms. Project READI Technical Report #25
  26. Fortune, A., George, M., Raphael, T., Emig, J. & Sullivan, M. (2016). The Chicago Teacher Network. Project READI Technical Report #26
  27. Goldman, S. R., Greenleaf, C., and Yukhymenko-Lescroart, M., with Brown, W., Ko, M., Emig, J., George, M., Wallace, P., Blum, D., Britt, M.A. & Project READI. (2016). Preliminary Explanatory modeling in science through text-based investigation: Testing the efficacy of the READI intervention approach. Project READI Tech Report #27

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