Professor
TEd
Office: 205-C MCKB
Phone: 801-422-4607
Email: nope@sarah_clark@byu.edumsn.com
Dr. Sarah K. Clark is a Professor in the Department of Teacher Education. For more than 30 years, Dr. Clark has been involved in the field of education in a variety of roles including classroom teacher, curriculum developer, author, editor, instructional coach, consultant, researcher, consultant, and university professor. Dr. Clark earned a Ph.D. in Curriculum and Instruction with a specialization in Teacher Education and Literacy Instruction from Utah State University. She received a Master of Arts degree in Education with a specialization in Language, Reading, and Culture from the University of Arizona, and a Bachelor of Arts degree in Elementary Education from the University of Arizona.
Literacy Instruction
Teacher Development, Mentorship, and Support
Literacy Research
Research Methodology and Literature Reviews
Dr. Clark's research is centered on identifying ways to improve and enhance the instruction that all children receive. Her research examines the intersection between the child, the classroom instruction, and the teacher. All research funding, academic publications, and research activities are defined by the following goals:
1. Explore and examine ways to strengthen the literacy (reading, writing, listening, and speaking) instruction that students receive.
2. Explore and examine ways to support and mentor preservice and inservice teachers within the teaching profession to encourage high teacher self- efficacy, reduce attrition, strengthen content and pedagogical knowledge, and support personal growth and development.
Brigham Young University
2019
Utah State University
2014
Utah State University
2014
Utah State University
2013
Utah State University
2007
United Kingdom Literacy Association Award
2018
Utah State University
2014
National Association of Teacher Educators and Researchers
2013
Utah State University
2009
Why do we have to go away? The lived experiences of three MotherScholars imagining possibilities in the time of COVID-19.
Motivation to Read and Its Influence on Course Enrollment Decisions: Are We Helping Students Reach Their Full Potential?
How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why this Matters
Examining the instructional decisions and lesson planning strategies of expert rural elementary school teachers
Using disciplinary literacy to teach children to write science informational text
Examining the effects of integrated science and literacy instruction to teach second-graders to write compare and contrast informational text
Exploring elementary teacher self-efficacy and teacher beliefs: Are we preparing teachers to teach culturally diverse students?
Learning the language of scientists: Using disciplinary literacy to increase reading and writing in early elementary.
Well-managed and efficient literacy learning environments
Patterns and progression of emotion experiences and regulation in the classroom
How 4th grade emerging bilinguals learn to write opinion essays in English
Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools
Making Progress in Education: Teaching English Learners to Write Opinion Pieces
Science in the literacy block: A model for early elementary integrated instruction
Are we minding the gap? Examining teacher self-efficacy as teachers transition from preservice to full-time teaching
Organizing effective literacy instruction: Differentiating instruction to meet the needs of all literacy learners (Book Chapter)
Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education
Organizing literacy instruction: Differentiating instruction to meet the needs of all literacy learners.
Using a dialogic approach to teach children to write opinion pieces
Interactional dimensions of teacher change: A case study of the evolution of professional and personal relationships
Millennials: Characteristics, Trends, and Perspectives
Using explicit text structure instruction and authentic texts to teach children to write sequential informational text
Exploring the Use of Personalized Professional Development to Enhance Teacher Knowledge and Reading Instruction in the Upper Elementary Grades
Teaching Second Graders to Write Sequential Text
What millenial preservice teachers want to learn in their training
Using explicit text instruction and authentic texts to teach children to write sequential informational texts
Examining professional development and its influence on teacher knowledge, teaching practices, and reading comprehension instruction in teaching upper elementary upper grades
Examining personalized professional development and its influence on teacher knowledge, teaching practices, and reading comprehension instruction in the upper elementary grades
Learning to teach students to read who look and speak differently than me. Making progress or room for improvement?
Integrating Science Inquiry into Early Literacy Instruction
Learning to teach reading: Examining preservice teacher content and pedagogical knowledge to teach reading in elementary school
Providing meaningful supports for the novice teacher: What principals can do too make the biggest difference
Shaping the contours of professional development: PreK-12
Organizing effective literacy instruction: Differentiating instruction to meet the needs of all literacy learners
A Comparative Analysis of Elementary Education Teacher Self-Efficacy: Making the Transition From Teacher Training to First Year of Teaching.
Leveraging disciplinary literacy to teach science informational text in first grade and to explore student perceptions of scientists.
Leveraging disciplinary literacy to teach science informational text in first grade and to explore student perceptions of scientists