Match tier
Confirmed
Presence
Current · Arkansas
Last published
2026
Sources
OpenAlex · ORCID
Refreshed
2026-10-05
V
Vicki Stewart Collet
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Professor
Also affiliated: University at Buffalo, State University of New York (2011)
8 h-index
83 pubs
299 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Vicki Stewart Collet's research focuses on teacher professional development and educational reform, particularly through the lens of the Gradual Increase of Responsibility Model. Her work investigates how educators perceive and implement new standards and approaches, such as the Common Core State Standards. Collet has explored collaborative lesson study as a method for revising teacher professional development and improving instruction, even in challenging school environments. Her publications also address the impact of educational policies on teacher professionalism and examine the experiences of diverse student populations, including insights from remote learning during the COVID-19 pandemic. Her scholarship metrics include an h-index of 8 with 298 total citations across 59 publications.
Metrics
- h-index: 8
- Publications: 83
- Citations: 299
Positions
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Professor 2023–presentUniversity of Arkansas Department of Curriculum and Instruction ORCID
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Assistant Professor 2012–presentUniversity of Arkansas Fayetteville Curriculum & Instruction ORCID
Selected Publications
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Authors as Mentors: Grammar as Tools, Not Rules (2026)
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‘Anything physical I’m big on now’: learning to support emergent bilingual students (2026)
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Affordances of Multimodality: Introduction to This Special Issue (2026)
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Linguistic resources and classroom conditions for translanguaging in a newly expanding language ecology (2026)
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Why Disciplinary Literacies Belong in the Primary Grades: Reviewing the Research through a Vygotskian Lens (2025)
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Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency (2025)
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Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning (2025)
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“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative (2023)
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Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes (2022)
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Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study (2021)
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The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach (2021)
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Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy (2021)
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“It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning (2021)
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Using published authors as mentors to teach grammatical conventions (2021)
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Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life” (2020)
Collaboration Network
Top Collaborators
Savanna Gragg
University of Arkansas at Fayetteville
3 shared publications
In database
- Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study
- The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach
- Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency
Jason L. Endacott
University of Arkansas at Fayetteville
2 shared publications
In database
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Christian Z. Goering
University of Arkansas at Fayetteville
2 shared publications
In database
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
George Denny
2 shared publications
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Elise Berman
University of North Carolina at Charlotte (US)
2 shared publications
- “It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning
- Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning
Tyler McBride
2 shared publications
- Revitalizing Teaching and Learning through Class Reading Communities
- Google Hangouts Help Teachers #StayinTeaching
Alissa Blair
University of Arkansas at Fayetteville
2 shared publications
In database
- Linguistic resources and classroom conditions for translanguaging in a newly expanding language ecology
- ‘Anything physical I’m big on now’: learning to support emergent bilingual students
Ronna C. Turner
University of Arkansas at Fayetteville
1 shared publication
In database
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Ginney P. Wright
University of Arkansas at Fayetteville (US)
1 shared publication
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Jennifer Jennings-Davis
University of Arkansas – Fort Smith (US)
1 shared publication
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Michelle R. Ciminelli
Niagara University (US)
1 shared publication
- Polyphonic Analysis: obuchenie in qualitative research
Jennifer A. Jennings
University of Arkansas – Fort Smith (US)
1 shared publication
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Ginney P. Norton
Drury University (US)
1 shared publication
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Angelia Christine Greiner
University of Arkansas at Fayetteville (US)
1 shared publication
- Revisioning Grammar Instruction through Collaborative Lesson Study: A New Apprenticeship of Observation
Jennifer Peñaflorida
University of Arkansas at Fayetteville
1 shared publication
In database
- Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life”
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