Vicki S. Collet

Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.

Assistant Professor

University of Arkansas

Also affiliated: University at Buffalo, State University of New York (2011); Rogers (United States) (2015)

Faculty Researcher

8 h-index 59 pubs 297 cited

Research Areas

Links

ORCID Research Group

OverviewAI-generated summary

Vicki S. Collet's research focuses on literacy education, teacher professionalism, and the impact of educational policies and societal events on learning environments. Her work investigates educators' and families' experiences with remote learning, particularly during the COVID-19 pandemic, and explores how these experiences shape educational practices and home-school connections. Collet also examines methods for developing early childhood teacher professionalism through collaborative approaches like lesson study, comparing these practices across different cultural contexts. Her publications address a range of topics within literacy, including the teaching of grammatical conventions and responses to state reading policies. Collet has authored 59 publications, with an h-index of 8 and 296 citations.

Metrics

h-index: 8
Publications: 59
Citations: 297

Selected Publications

Authors as Mentors: Grammar as Tools, Not Rules (2026)

The Reading Teacher DOI OpenAlex
‘Anything physical I’m big on now’: learning to support emergent bilingual students (2026)

Pedagogy Culture and Society DOI OpenAlex
Affordances of Multimodality: Introduction to This Special Issue (2026)

Literacy Research and Instruction DOI OpenAlex
Linguistic resources and classroom conditions for translanguaging in a newly expanding language ecology (2026)

Bilingual Research Journal DOI OpenAlex
Why Disciplinary Literacies Belong in the Primary Grades: Reviewing the Research through a Vygotskian Lens (2025)

Educational Considerations DOI OpenAlex
Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency (2025)

Journal of Teacher Education DOI OpenAlex
Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning (2025)

Anthropology & Education Quarterly DOI OpenAlex
“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative (2023)

Literacy Research and Instruction 4 citations DOI OpenAlex
Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes (2022)

International Journal for Lesson and Learning Studies 5 citations DOI OpenAlex
Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study (2021)

Journal of Research in Childhood Education 6 citations DOI OpenAlex
The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach (2021)

Early Years Journal of International Research and Development 1 citation DOI OpenAlex
Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy (2021)

Educational Considerations 5 citations DOI OpenAlex
“It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning (2021)

The Review of Education Pedagogy & Cultural Studies 9 citations DOI OpenAlex
Using published authors as mentors to teach grammatical conventions (2021)

Research Papers in Education 4 citations DOI OpenAlex
Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life” (2020)

International Journal for Lesson and Learning Studies 3 citations DOI OpenAlex