Faculty: Sarah Clark

Sarah Clark

Download Vita

Title

Professor

Department:

TEd

Contact Information

Office: 205-C MCKB

Phone: 801-422-4607

Email: nope@sarah_clark@byu.edumsn.com

Website: education.byu.edu/directory/view/sarah-clark

Brief Biography

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.

Teaching Interests

Literacy Instruction
Teacher Development, Mentorship, and Support
Literacy Research
Research Methodology and Literature Reviews

Research Interests

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.

Awards

Nancy Peery Marriott Excellence in Scholarship Award

Brigham Young University

2019

Eldon J. Gardener Teacher of the Year Award (Finalist)

Utah State University

2014

Teacher of the Year for the Emma Eccles Jones College of Education and Human Services

Utah State University

2014

Teacher of the Year for the School of Teacher Education and Leadership

Utah State University

2013

Graduate Teaching Assistant Award

Utah State University

2007

Finalist of the 2018 UKLA/Wiley Award

United Kingdom Literacy Association Award

2018

Teacher of the Year Award for the School of Teacher Education and Leadership

Utah State University

2014

Jerry John’s Promising Researcher of the Year Award

National Association of Teacher Educators and Researchers

2013

Graduate Research Assistant Award

Utah State University

2009

Selected Publications

Why do we have to go away? The lived experiences of three MotherScholars imagining possibilities in the time of COVID-19.

Authors: Feinauer, Erika; Whiting, Erin Feinauer; Clark, Sarah Anne
Publication Date: 2022

Publication Type: Journal Article, Academic Journal
Publication Journal: Peabody Journal of Education
Publisher: Taylor and Francis
City: Vanderbilt, TN
Country: United States
Volume: 97
Issue: 2
URL: https://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=hpje20
Abstract: click to view

Motivation to Read and Its Influence on Course Enrollment Decisions: Are We Helping Students Reach Their Full Potential?

Authors: Clark, Sarah Anne; Simmons, McKenna ; Richardson, MIchael; Feinauer, Erika
Publication Date: 2022

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Progress in Education
Publisher: Nova Science Publishers
City: New York City, NY
Country: USA
Abstract: click to view

Research has long described the relationship between motivation to read and the success with reading that many students experience while others do not. The purpose of this study was to learn more about the reading motivation of 9th grade students so as to understand how this motivation or lack of motivation may be influencing course enrollment decisions. This work is important because research has repeatedly demonstrated how course enrollment decisions directly impact future academic and vocational success. However, this work has centered on motivation related to math and science coursework with a dearth of research focusing on reading motivation and language arts courses. Thus, understanding more about how students perceive themselves and their ability to be successful with reading can help educators and school counselors advise students appropriately so they are able to reach their full potential and academic trajectory. The expectancy-value theory (see Eccles et al., 1983) provided the foundation for this study which included an exploration of the four task values (attainment, cost, intrinsic motivation, and utility), and the expectancies for success (e.g., past experiences and reader identity) in relation to reading motivation and potential academic success.
In this quantitative study, a survey measuring reading motivation was administered to 9th graders (N = 118) attending a public high school. The survey allowed for a general overview of how these 9th graders viewed their motivation to read, which was based upon their reported expectancies and what they valued. Overall mean scores from the survey indicated the participants reported fairly high reading motivation. The results of a one-way ANOVA used to compare the item mean scores between the two groups indicated that there was a statistically significant difference between honors and general education students when it came to their reading motivation and specifically in the areas of wanting to get good grades, feeling it is worth the cost to do well in school, feeling successful at reading, understanding that reading is important, and seeing the usefulness of reading outside of school. A medium effect size was reported for each of these comparisons suggesting practical significance. Though these findings were not surprising what is surprising is that only five of the 13 items resulted in statistically significant differences between the two groups of students. These results suggest that students enrolled in both a general education and honors language arts course are more similar when it comes to reading motivation than different.
Next, we conducted a point biserial correlation to explore if there was a relationship between course enrollment decisions and reading motivation. The results indicated that the higher a student’s reading motivation score was on the survey, then the more likely the student was to enroll in an honors language arts course. These findings suggest that educators should consider finding ways to increase reading motivation in students to help them There also might be certain students who would benefit from encouragement to consider enrolling in an honors class but who might not see themselves as capable. Study findings also suggest a need for further explorations about how 9th graders see and value reading, how 9th graders are currently being encouraged and motivated to read, and how teachers, school leaders, and counselors can better support 9th graders as they make decisions about which courses to enroll in so that students may be able to reach their full academic and vocational potential.

How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why this Matters

Authors: Clark, Sarah Anne; Simmons, McKenna; Feinauer, Erika; Richardson, Michael
Publication Date: 2022

Publication Type: Journal Article, Academic Journal
Publication Journal: Reading Psychology
Publisher: Taylor and Francis
City: New York City, NY
Country: USE
Volume: 43
Issue: 2

Examining the instructional decisions and lesson planning strategies of expert rural elementary school teachers

Authors: Hatch, Lance; Clark, Sarah Anne
Publication Date: 2021

Publication Type: Journal Article, Academic Journal
Publication Journal: Teaching and Teacher Education
Publisher: Elsevier
City: Edinburgh
Country: England
Issue: 108
URL: https://doi.org/10.1016/j.tate.2021.103505
Abstract: click to view

Using disciplinary literacy to teach children to write science informational text

Authors: Clark, Sarah Anne; Smith, Leigh; Judd, Emma; Rosdahl, Victoria
Publication Date: 2021

Publication Type: Journal Article, Academic Journal
Publication Journal: Reading Psychology
Publisher: Taylor and Francis
City: New York, NY
Country: United States
Volume: 42
Issue: 5
Abstract: click to view

Examining the effects of integrated science and literacy instruction to teach second-graders to write compare and contrast informational text

Authors: Clark, Sarah Anne; Judd, Emma; Smith, Leigh; Ahlstrom, Emily
Publication Date: 2021

Publication Type: Journal Article, Academic Journal
Publication Journal: Early Childhood Education Journal
Publisher: Springer
City: New York, NY
Country: United States
Volume: 49
URL: https://doi.org/10.1007/s10643-020-01106-9
Abstract: click to view

Exploring elementary teacher self-efficacy and teacher beliefs: Are we preparing teachers to teach culturally diverse students?

Authors: Clark, Sarah Anne; Andreasen, Lindi
Publication Date: 2021

Publication Type: Journal Article, Academic Journal
Publication Journal: Asia Pacific Journal of Teacher Education
Publisher: Taylor and Francis
Country: Australia
Volume: 49
Issue: 1
ISSN: 1469-2945
URL: https://doi.org/10.1080/1359866X.2020.1777528
Abstract: click to view

Learning the language of scientists: Using disciplinary literacy to increase reading and writing in early elementary.

Authors: Clark, Sarah Anne; Lott, Kimberly
Publication Date: 2021

Publication Type: Journal Article, Academic Journal
Publication Journal: Science and Children
Publisher: National Science Teaching Association
City: Arlington, VA
Country: USA
Volume: 59
Issue: 2

Well-managed and efficient literacy learning environments

Authors: Reutzel, D. ; Clark, Sarah Anne
Publication Date: 2021

Publication Type: Book, Chapter/ Section in Textbook
Publication Journal: Principles of effective literacy instruction
Publisher: Guilford Press
City: New York, NY
Country: United States
URL: https://www.barnesandnoble.com/w/principles-of-effective-literacy-instruction-grades-k-5-seth-a-parsons-phd/1137748977
Abstract: click to view

Patterns and progression of emotion experiences and regulation in the classroom

Authors: Taylor, Lauren; Newberry, Melissa Ann; Clark, Sarah Anne
Publication Date: 2020

Publication Type: Journal Article, Academic Journal
Publication Journal: Teaching and Teacher Education
Publisher: Elsevier
City: Edinburgh
Country: England
Volume: 93
Issue: 103081
ISSN: 0742-051X
URL: https://doi-org.erl.lib.byu.edu/10.1016/j.tate.2020.103081
Abstract: click to view

How 4th grade emerging bilinguals learn to write opinion essays in English

Authors: Clark, Sarah Anne; Squire, Annie
Publication Date: 2020

Publication Type: Journal Article, Academic Journal
Publication Journal: Literacy Research and Instruction
Publisher: Taylor and Francis
City: New York, NY
Country: United States
Volume: 59
Issue: 1
URL: https://doi.org/10.1080/19388071.2019.1686093
Abstract: click to view

Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools

Authors: Clark, Sarah Anne
Publication Date: 2020

Publication Type: Journal Article, Academic Journal
Publication Journal: Teacher Development
Publisher: Taylor and Francis
City: Australia Research Council
Country: Australia
Volume: 24
Issue: 2
URL: https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13664530.2020.1725102
Abstract: click to view

Making Progress in Education: Teaching English Learners to Write Opinion Pieces

Authors: Clark, Sarah Anne; Squire, Annie
Publication Date: 2020

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Progress in Education
Publisher: Nova Science Publishers, Inc.
City: New York, NY
Country: USA
Volume: 63
URL: https://novapublishers.com/shop/progress-in-education-volume-63/
Abstract: click to view

Science in the literacy block: A model for early elementary integrated instruction

Authors: Clark, Sarah Anne; Lott, Kimberly
Publication Date: 2020

Publication Type: Journal Article, Academic Journal
Publication Journal: Science and Children
Publisher: National Science Teachers Association
City: Arlington, VA
Country: United States
Volume: 58
Issue: 2
URL: https://www.nsta.org/science-children-editorial-board
Abstract: click to view

Are we minding the gap? Examining teacher self-efficacy as teachers transition from preservice to full-time teaching

Authors: Clark, Sarah Anne
Publication Date: 2020

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teaching Literacy in the Twenty-First Century Classroom Teacher Knowledge, Self-Efficacy, and Minding the Gap
Publisher: Palgrave MacMillan
City: Cham
Country: Switzerland
ISBN: 9783030478209
URL: https://www.palgrave.com/gp/book/9783030478209
Abstract: click to view

Teacher self-efficacy is a construct that has been shown to be a great boon to teachers. Teachers demonstrating high levels of self-efficacy have been shown to provide greater patience with students who struggle and are willing to persist when things get difficult. Teacher self-efficacy has been examined with both preservice and inservice teachers. It has also been examined in a variety of contexts including schools and universities and in a variety of countries and settings. We do know that most teachers leave their training programs with strong teacher self-efficacy and that practicing teachers often demonstrate lower teacher self-effiacy than beginning teachers, but one area that has been largely ignored in the research literature is what happens as teachers leave their teacher training programs and begin teaching in a classroom of their own. Does their teacher self-efficacy remain high? What happens to teacher self-efficacy as individuals transition from being a teacher candidate to full-time teaching? What happens to teacher self-efficacy by the end of the first year of teaching? Understanding more about what happens to teacher self-efficacy during this important transition can help educators and researchers understand more closely how to support novice teachers and how best to train teachers as they transition to full-time teaching. The study outlined in this chapter investigated teacher self-efficacy at two distinct points in time: First, at the conclusion of teacher training and then again after these same individuals had completed a year of teaching. In this study, a multivariate and a repeated measures ANOVA (N = 502) was conducted to compare perceptions of teacher candidates on the same instructional tasks they are expected to perform in the classroom. Results indicated that overall, teacher candidates reported higher perceptions of their ability to perform instructional tasks at the conclusion of their student teaching than they did at the completion of the first year of teaching. Interestingly enough, the teacher candidates graduating with the lowest self-efficacy scores produced similar scores at both the preservice and inservice stage suggesting their self-efficacy scores remained consisted across the preservice and inservice teaching context. On the other hand, teacher candidates leaving their teacher training with higher self-efficacy scores often saw a greater drop in their teacher self-efficacy score by the end of their first year of teaching. These findings raise questions about what the recommended level of teacher self-efficacy scores should be at the end of teacher training. Are lower scores reflective of more realistic expectations and abilities? Are teacher candidates leaving the program with unrealistic expectations and in danger of burnout? Implications and recommendations based on these findings are outlined in the chapter.

Organizing effective literacy instruction: Differentiating instruction to meet the needs of all literacy learners (Book Chapter)

Authors: Reutzel, D.; Clark, Sarah Anne
Publication Date: 2019

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Best Practices in Literacy Education. 6th Edition
Publisher: Guilford Press
City: New York, NY
Country: United States
Issue: 6th Edition
ISBN: 9781462536788
URL: https://books.google.com/books/about/Best_Practices_in_Literacy_Instruction_S.html?id=0sRUDwAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false

Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education

Authors: Clark, Sarah Anne; Newberry, Melissa Ann
Publication Date: 2019

Publication Type: Journal Article, Academic Journal
Publication Journal: Asia-Pacific Journal of Teacher Education
Publisher: Taylor & Francis
Country: Australia

Organizing literacy instruction: Differentiating instruction to meet the needs of all literacy learners.

Authors: Reutzel, D.; Clark, Sarah Anne
Publication Date: 2019

Publication Type: Book, Chapter/ Section in Textbook
Publication Journal: Best Practices in Literacy Instruction
Publisher: The Guilford Press
City: New York, NY
Issue: 6th Edition

Using a dialogic approach to teach children to write opinion pieces

Authors: Reina, Laura; Clark, Sarah Anne
Publication Date: 2019

Publication Type: Journal Article, Academic Journal
Publication Journal: The Reading Teacher
Publisher: Wiley-Blackwell
Country: United States
Volume: 73
Issue: 3
URL: https://doi.org/10.1002/trtr.1848

No Time for Science? An Integrated Approach to Science Inquiry to Fit it All In

Authors: Clark, Sarah Anne; Lott, Kimberly
Publication Date: 2019

Publication Type: Journal Article, Academic Journal
Publication Journal: Science and Children
Publisher: National Science Teachers Association

Interactional dimensions of teacher change: A case study of the evolution of professional and personal relationships

Authors: Newberry, Melissa Ann; Ordaz Sanchez, Lucy; Clark, Sarah Anne
Publication Date: 2018

Publication Type: Journal Article, Academic Journal
Publisher: Caddo Gap Press
City: San Francisco, CA
Country: United States
Volume: 45
Issue: 4
ISSN: 0737-5328

Millennials: Characteristics, Trends, and Perspectives

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)
Publisher: NOVA Science Publishers
City: New York, NY
Country: United States

Teaching second graders to write sequential text

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Journal Article, Academic Journal
Publication Journal: Journal of Educational Research
Publisher: Taylor & Francis
Volume: 111
Issue: 6

Using explicit text structure instruction and authentic texts to teach children to write sequential informational text

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)
Publisher: NOVA Science Publishers
City: New York, NY
Country: United States
Issue: 1

Exploring the Use of Personalized Professional Development to Enhance Teacher Knowledge and Reading Instruction in the Upper Elementary Grades

Authors: Clark, Sarah Anne; Schoepf, Sydnie; Hatch, Lance
Publication Date: 2018

Publication Type: Journal Article, Academic Journal
Publication Journal: Journal of Research in Reading
Publisher: United Kingdom Literacy Association
Country: United Kingdom

Teaching Second Graders to Write Sequential Text

Authors: Clark, Sarah Anne; Neal, John
Publication Date: 2018

Publication Type: Journal Article, Academic Journal
Publication Journal: Journal of Educational Research
Publisher: Taylor and Francis
Country: United States
Volume: 111
Issue: 6
Abstract: click to view

What millenial preservice teachers want to learn in their training

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Millennials: Characteristics, Trends, and Perspectives
Publisher: Nova Science Publishers, In.
City: New York, NY
Country: USA

Using explicit text instruction and authentic texts to teach children to write sequential informational texts

Authors: Clark, Sarah Anne; Dallin, Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teachers and Teaching; Practices, Challenges, and Prospects
Publisher: Nova Science Publishers
City: New York, NY
Country: USA

Examining professional development and its influence on teacher knowledge, teaching practices, and reading comprehension instruction in teaching upper elementary upper grades

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teachers and Teaching: Practices, Challenges, and Prospects
Publisher: Nova Science Inc.
City: New York, NY
Country: USA

Examining personalized professional development and its influence on teacher knowledge, teaching practices, and reading comprehension instruction in the upper elementary grades

Authors: Clark, Sarah Anne
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)
Publisher: NOVA Science Publishers
City: New York, NY
Country: United States

Learning to teach students to read who look and speak differently than me. Making progress or room for improvement?

Authors: Clark, Sarah Anne
Publication Date: 2017

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Progress in Education
Publisher: Nova Science Publishers, Inc.
City: New York, NY
Country: USA

Integrating Science Inquiry into Early Literacy Instruction

Authors: Clark, Sarah Anne; Lott, Kimberly
Publication Date: 2017

Publication Type: Journal Article, Academic Journal
Publication Journal: The Reading Teacher
Publisher: International Literacy Association
Country: United States
Volume: 70
Issue: 6

Learning to teach reading: Examining preservice teacher content and pedagogical knowledge to teach reading in elementary school

Authors: Clark, Sarah Anne; Helfrich, Sara; Hatch, Lance
Publication Date: 2017

Publication Type: Journal Article, Academic Journal
Publication Journal: Journal of Research in Reading
Volume: 40
Issue: 3

Young Meaning Makers: Teaching Comprehension in Grades K-2.

Authors: Reutzel, D.; Clark, Sarah Anne; Jones, Cindy; Gillam, Sandi
Publication Date: 2016

Publication Type: Book, Chapter/ Section in Scholarly Book
Publisher: Teachers College Press

Providing meaningful supports for the novice teacher: What principals can do too make the biggest difference

Authors: Clark, Sarah Anne
Publication Date: 2015

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Progress in Education
Publisher: Nova Science Publishers, Inc.
City: New York, NY
Country: USA

Shaping the contours of professional development: PreK-12

Authors: Reutzel, D,; Clark, Sarah Anne
Publication Date: 2014

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Handbook of Professional Development in Education: Successful Models and Practices? PreK-12
Publisher: The Guilford Press
City: New York, NY

Organizing effective literacy instruction: Differentiating instruction to meet the needs of all literacy learners

Authors: Clark, Sarah Anne; Reutzel, D.; Flory, Michelle
Publication Date: 2014

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: Best Practices in Literacy Instruction
Publisher: The Guilford Press
City: New York, NY
Country: USA
Issue: 5th Edition

A Comparative Analysis of Elementary Education Teacher Self-Efficacy: Making the Transition From Teacher Training to First Year of Teaching.

Authors: Clark, Sarah Anne
Publication Date: 2010

Publication Type: Book, Scholarly
Publisher: LAP Lambert Academic Publishing
City: Saarbrucken, Germany
Country: Germany

Leveraging disciplinary literacy to teach science informational text in first grade and to explore student perceptions of scientists.

Authors: Clark, Sarah Anne; Lott, Kimberly; Casanova, Mark; Taggart, AnneMarie; Judd, Emma

Publication Type: Journal Article, Academic Journal
Publication Journal: Research in Science Education

Leveraging disciplinary literacy to teach science informational text in first grade and to explore student perceptions of scientists

Authors: Clark, Sarah Anne; Lott, Kimberly; Larese-Casanova, Mark; Taggart, AnneMarie; Judd, Emma

Publication Type: Journal Article, Academic Journal
Publication Journal: Research in Science Education
Publisher: Springer
City: New York, NY
Country: United States
Abstract: click to view