莱恩·惠特尼·克拉克，艾德.D.
副教授
Academic Director School of 教育
位置
莱恩W. Clarke is an 副教授 of 教育 at the University of New England. She teaches classes at the undergraduate level to pre-service teachers in literacy, 技术, 以及全球教育. Her research interests include working with English Language Learners, 数字素养, 技术, working with students who struggle in literacy, 在线教学教学法, 全球教育, and inter-professional collaboration. She has published four books: Nurturing Primary Readers in Grades K-3: Reading instruction centered in students’ social emotional needs (克拉克 & Gorrivan, 2023 劳特利奇出版社), The Reading Turn-Around for Emergent Bilinguals (克拉克打赌 & Enriquez, 2019), Educating 读写能力 Teachers 在线: Tools, Techniques, Transformations (克拉克 & Watts-Taffe, 2013), The reading turn-around: A five part framework for differentiated instruction (琼斯,克拉克 & Enriquez, 2009)和 High-tech teaching success: A step by step guide to using innovative 技术 in your classroom (克拉克 & Besnoy, 2009). In addition she has articles published in journals such as The 阅读老师, Journal of Adolescent and Adult 读写能力, Journal of 读写能力 研究, 英语杂志, 语言艺术 等.
凭证
教育
研究
选定的出版物
书
克拉克,我.W., & Gorrivan K. (2023). Nurturing primary readers in grades K-3. Reading instruction centered in students’ social emotional needs. 纽约: 劳特利奇出版社.
赌,.C.克拉克，L。. W. & Enriquez G. (2019). The reading turn-around with emergent bilinguals: A five-part framework for powerful teaching and learning (Grades K–6). 纽约: Teachers College Press.
克拉克,我.W., & Watts-Taffe,年代. (2014年秋季). Educating literacy teachers online: Tools, techniques, transformations. 纽约: Teachers College Press.
书的章节
Ebenfield, M.克拉克，L。.W.多西，A., Gorrivan.拉邦特，G.勒克莱尔，C.曼德尔，J. & 史蒂文森克. (2022). “Application of trauma-informed teaching and learning principles in a blended learning environment.” In Academic Voices: A conversation on new approaches to teaching and learning in the post-COVID World. 爱思唯尔有限公司.
发表的期刊文章
阿马托,C.康拉德-科恩，S.克拉克，L。.W.哈斯曼，C.巴塞洛缪 & 这部剧,C. (2020). Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work 教育. 社会工作进展. 20 (2). 473-496.
克拉克,我. W. (2020). “穿我的鞋走一天”. Cultivating Cross-Cultural Understanding through Digital 读写能力. 阅读老师，73(5)，662-665.
克拉克,我. W. (2016). Let's share: How different online platforms support learning 社区,合作 学习与讨论. International Journal of Instructional Technology and Distance Learning, 13 (1), 3-16.
克拉克,我.W. (2014). 读者回应2.0: Thoughtfully using 技术 to support 读写能力增长. New England Reading Association Journal, 50(1), 44-49.
克拉克,我.W. & 巴塞洛缪,. (2014). Digging beneath the surface: Analyzing the complexity of instructor’s participation in asynchronous discussion. 在线学习，18 (3).
书评 (邀请)
克拉克,我.W. (2014年6月14日). Book Review: The Complete Guide to Tutoring Struggling Readers-Mapping Interventions to Purpose and CCSS. 师范学院学历, Date Published: June 14, 2014.
其他学术活动
克拉克,我. W. (2016). Let's share: How different online platforms support learning 社区,合作
学习与讨论. International Journal of Instructional Technology and Distance Learning, 13 (1), 3-16. (链接)
克拉克,我.W. (2014). 读者回应2.0: Thoughtfully using 技术 to support
读写能力增长.” New England Reading Association Journal, 50(1), 44-49.
克拉克,我.W. & 巴塞洛缪,. (2014). Digging beneath the surface: Analyzing the
complexity of instructor’s participation in asynchronous discussion. 在线
学习,18 (3).
克拉克,我. W. (2012). Putting asynchronous discussions under the lens: Improving
discussions through student examination. 远程教育，9(3), 43-50.
克拉克,我.W., & 支持”,. (2012). More than words: Investigating the format of asynchronous discussions as threaded discussions or blogs. Journal of Digital Learning in Teacher 教育. 29(1). 4-22.
克拉克,我.W. (2010). Engaging students with book trailers. Kentucky Reading Journal, 28
(1), 39-46.
克拉克,我.W., & Besnoy K. (2010). Connecting the Old to the New: What Technology-
Crazed Adolescents tell us about Teaching Content Area 读写能力: 媒介素养杂志.2(1).
Enriquez G.琼斯，S., & 克拉克,我.W. Turning Around Our Perceptions and Practices,
然后是我们的读者. (2010). 阅读老师, 64 (1), p73-76.
克拉克,我.W. & 惠特尼,E. (2009). Walking in Their Shoes: Using Multiple
Perspectives Texts as a Bridge to Critical 读写能力. 阅读老师, 62 (6). 530-534.
研究兴趣
读写能力