Sprouse, M.L. (forthcoming May 2018). Social annotation and layered readings in composition. To be presented to presented at the Computers and Writing Conference, Fairfax, VA.
Sprouse, M.L. (forthcoming March 2018). Pedagogies of rhetorical reading in first-year composition. To be presented at the CCCC Annual Convention, Kansas City, MO.
Sprouse, M.L. “Racialized and gendered flights through history: Woolf’s Orlando and Alexie’s Flight.” Virginia Woolf Miscellany. (Forthcoming).
Sprouse, M.L. (2017, July). Collaborative digital annotation. Presented at the International Literacy Association Annual Conference, Orlando, FL.
Sprouse, M.L. (2017, June). Reading strategies and social annotation in the composition course. Presented at the 2017 CCCC Summer Conference, Clermont, OH. https://scholar.uc.edu/works/generic_works/bc388858z
This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.
Sprouse, M.L. “Social annotation: Multiple perspectives for deeper reading.” Voices from the Middle ONLINE. (Forthcoming, May 2017).
Sprouse, M.L. (2017, April). Collaborative annotation as discussion forum 2.0. Webinar hosted by Hypothes.is.
Sprouse, M.L. (2017, April). The pedagogy of collaborative annotation. Webinar hosted by Hypothes.is.
The most common forms of teacher professional development are ineffective and lead to low teacher satisfaction. A critique protocol offers an alternative that intellectually engages teachers and fosters meaningful collaboration at different career stages.
Sprouse, M.L. “Collaborative professional development through a critique protocol.” English Journal. (2016, November). http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/1970493600?accountid=14667