Vicki S. Collet Data-verified
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Assistant Professor
faculty
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Biography and Research Information
OverviewAI-generated summary
Vicki S. Collet's research focuses on educational practices and their impact on diverse student populations, particularly in the context of remote learning and evolving literacy policies. Her work investigates educators' perspectives on adapting to new educational environments, as seen in her studies on the experiences of Marshallese students during spring 2020 remote learning and broader educator reflections on lesson study across different continents.
Collet has also examined state-level reading policies, analyzing their implementation and the language used to describe them, such as her work on "Phonics Monkeys" and "Real Life Reading." Her research includes exploring effective pedagogical approaches, including the use of published authors to teach grammatical conventions and the development of early childhood teacher professionalism through lesson study. She has co-authored publications with researchers from the University of Arkansas at Fayetteville, including Savanna Gragg and Alissa Blair. Collet's scholarship metrics include an h-index of 8, 46 total publications, and 284 total citations.
Metrics
- h-index: 8
- Publications: 63
- Citations: 292
Selected Publications
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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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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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Using published authors as mentors to teach grammatical conventions (2021)
Collaboration Network
Top Collaborators
- “It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning
- Marshallese Families’ Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing “Parental Involvement” Frameworks and Understanding Remote Schooling during COVID-19
- Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning
- 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
- Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
- “We Should do this All year!”: confidence through collaborative Writing
- Using published authors as mentors to teach grammatical conventions
- Using published authors as mentors to teach grammatical conventions
- Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
- Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
- Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
- Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
- Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes
- “Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative
- “Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative
- “Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative
- “Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative
- Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency
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