传记
Dr. 萨拜娜Neugebauer is an associate professor of literacy in the College of Education and Human Development at 皇冠体育. Dr. Neugebauer’s research focuses on the language and literacy development of students in urban elementary and middle schools. Her work explores two aspects of efficacious reading: vocabulary and reading motivation. She investigates these two facets of reading at three complementary levels of analysis (individual, classroom and school context) to more comprehensively identify ways to support students in achieving equitable educational outcomes. Her scholarship identifies prominent sources of reading differences between individuals, evaluates classroom practices that empower student success, and designs assessments to help schools increase their use of evidence-based programs school-wide.
Dr. Neugebauer’s research has been supported by the Institute of Education Sciences, 斯宾塞的基础, 和你.S. Department of Education to improve the schooling experiences of multilingual students. She is the recipient of the Outstanding Early Career Scholar Award from AERA’s Division C, Learning and Instruction, and the International 读写能力 Association’s Elva Knight award. She is an associate editor for the Elementary School Journal and her work has been featured in journals including the Journal of Educational Psychology, Reading 研究 Quarterly, Journal of 读写能力 研究 and the 阅读老师. She is a coauthor of Interventions for Reading Problems: Designing and Evaluating Effective Strategies, published by Guilford Press, and Indigenous Knowledge and Education: Sites of Struggle, Strength and Survivance, published by Harvard Educational Publishing Group. Her recent book is titled Reimagining Language Instruction: New Approaches to Promoting 股本 published by Teachers College Press.
She received her doctorate from Harvard University and her BA from Wesleyan University. She has served as a reading interventionist and collaborated with urban schools in the 美国 and in Latin America to develop multilingual, 多层, and digital reading programs.
研究兴趣
- 股本
- 读写能力
- 动机
课程
|
数量 |
名字 |
水平 |
|---|---|---|
|
TESL 3631 |
Principles and Practice for Teaching English Learners |
本科 |
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TESL 5631 |
Foundations of Language Teaching: Meeting the Needs of English Language Learners |
研究生 |
|
建造于8503年 |
学习阅读 |
研究生 |
选定的出版物
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布莱尔,E.E.桑迪洛斯，L.E.埃利斯，E., & Neugebauer,年代.R. (2024). Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic. 原理图Psychol, 39(5), pp. 499-509. 美国. doi: 10.1037 / spq0000596
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Neugebauer,年代.R.桑迪洛斯，L.J.亨特，L.哈特，S.C., & 埃利斯,E. (2023). 41 Teachers, 41 Different Ways. The Elementary School Journal, 124(1), pp. 157-192. University of Chicago Press. doi: 10.1086/725675
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Neugebauer,年代.R.加洛韦，E.P., & 多布斯,C.L. (2023). Reimagining Language Instruction New Approaches to Promoting 股本.
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猎人,L.J.J.C.哈特，S.C., Neugebauer,年代., & Lei, P. (2022). Examining teacher approaches to implementation of a classwide SEL program. 原理图Psychol, 37(4), pp. 285-297. 美国. doi: 10.1037 / spq0000502
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吉尔摩,.F., Neugebauer,年代.R., & Sandilos L.E. (2022). Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover. 残疾儿童, 88(4), pp. 401-420. doi: 10.1177/00144029221081239
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Neugebauer,年代.R.汉，我。.藤本，K.A., & 埃利斯,E. (2022). Using National Data to Explore Online and Offline Reading Comprehension Processes. READING RESEARCH QUARTERLY. doi: 10.1002 / rrq.459
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Neugebauer,年代.R. & 霍华德,E.R. (2021). Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs. Journal of Immersion and Content-Based Language Education, 9(2), pp. 252-278. doi: 10.1075 / jicb.20021.neu
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Neugebauer,年代.R.科因，M.McCoach, D.B., & 器皿,年代. (2021). Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness. Early Childhood 研究 Quarterly, 56, pp. 52-64. doi: 10.1016/j.ecresq.2021.02.004
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Neugebauer,年代.R.莫里森，D。.卡拉哈里奥斯，V.哈珀，E.琼斯，H.勒尼汉，S.弗州奥斯特班., & Tindall C. (2021). A Collaborative Model to Support K-12 Pre-Service Teachers’ Data-Based Decision Making in 学校: Integrating Data Discussions across Stakeholders, 空间, 和主题. Action in Teacher Education, 43(1), pp. 85-101. doi: 10.1080/01626620.2020.1842821
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Neugebauer,年代.R.埃利斯，E., & 科因,M. (2021). Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning. 阅读老师. doi: 10.1002 / trtr.2052
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Neugebauer,年代.R. & 藤本,K.A. (2020). Distinct and Overlapping Dimensions of Reading 动机 in Commonly Used Measures in 学校. Assessment for Effective Intervention, 46(1), pp. 39-54. doi: 10.1177/1534508418819793
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Neugebauer,年代.R. & 布莱尔,E.E. (2020). “I Know How to Read and All, but..”: Disciplinary Reading Constructions of Middle School Students of Color. Journal of 读写能力 研究, 52(3), pp. 316-340. doi: 10.1177/1086296X20938780
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藤本,K.A. & Neugebauer,年代.R. (2020). A General Bayesian Multidimensional Item Response Theory Model for Small and Large Samples. 教育心理手段, 80(4), pp. 665-694. 美国. doi: 10.1177/0013164419891205
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Neugebauer,年代.桑迪洛斯，L.科因，M.McCoach, D.B., & 器皿,年代. (2020). Highly Potent and Vastly Conditional Instructional Practices: Variations in Use 和你tility of Language Interactions for Kindergarten. Early Education and Development, 31(4), pp. 541-560. doi: 10.1080/10409289.2019.1686928
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Neugebauer,年代.R.霍普金斯，M。., & 斯皮兰J.P. (2019). Social sources of teacher self-efficacy: The Potency of teacher interactions and proximity to instruction. Teachers College Record, 121(4).
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Neugebauer,年代.R. & 吉尔摩,.F. (2019). The Ups and Downs of Reading Across Content Areas: The Association Between Instruction and Fluctuations in Reading 动机. Journal of Educational Psychology. doi: 10.1037 / edu0000373
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Neugebauer,年代.R.霍普金斯，M。., & 斯皮兰J.P. (2019). Social sources of teacher self-efficacy: The Potency of teacher interactions and proximity to instruction. Teachers College Record, 121(4).