Dr. Alina Reznitskaya

Profile

Educational Foundations

Dr. Alina Reznitskaya

Office: University Hall 2193
Phone: (973) 655-4080
Email: reznitskayaa@mail.montclair.edu

           

Alina Reznitskaya received her doctoral degree in Educational Psychology from the University of Illinois at Urbana-Champaign and did her post-doctoral research at Yale University. She teaches courses in educational psychology, quantitative research, and educational measurement. Alina’s research interests include 1) investigating the role social interaction plays in cognitive development, 2) designing measurement instruments that can effectively measure classroom communication, and 3) examining professional development programs that help teachers improve the quality of classroom discourse. 


Degrees

  • PhD University of Illinois at Urbana-Champaign
  • MEd University of Illinois at Urbana-Champaign
  • MS University of Illinois at Urbana-Champaign
  • BS University of Illinois at Urbana-Champaign

 

Career Appointments 

No information available

 

Publications

Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65 (7). 

Reznitskaya, A., Glina, M., Carolan, B., Michaud, O., Rogers, J., & Sequeira, L. (2012). Examining transfer effects from dialogic discussions to new tasks and contexts. Contemporary Educational Psychology, 37, 288–306. 

Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., et al. (2009). Collaborative Reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 3(1), 29-48. 

Reznitskaya, A., Anderson, R. C., Dong, T., Li, Y., Kim, I., & S., K. (2008). Learning to think well: Application of Argument Schema Theory. In C. C. Block & S. Parris (Eds.), Comprehension Instruction: Research-Based Best Practices. (pp. 196—213). Guilford Press: New York.  

 

Presentations

No information available

 

Service

Professional Association Memberships

  • American Educational Research Association

Reviewer for the following professional journals

  • Discourse Processes
  • Learning and Instruction
  • Cognitive Development
  • Learning and Individual Differences
  • Canadian Journal of Education
  • Journal of Positive Psychology
  • Journal of Experimental Education 

Other Types of Reviews

  • Educational Testing Service - Reviewer of the design of writing assessments
  • American Educational Research Association - Reviewer of conference proposals
  • Allyn & Bacon, Boston - Textbook reviewer

Work With Schools and Other Agencies

Dr. Alina Reznitskaya is a Co-Principal Investigator on a 3-year grant awarded by the Institute of Educational Sciences, US Department of Education. The project is entitled “Dialogic Teaching: Professional Development in Classroom Discussion to Improve Students’ Argument Literacy.” Its goal is to produce a professional development program in dialogic teaching to foster teachers’ knowledge, skills, and expertise in how to conduct classroom discussions about text to promote students’ argument literacy. The research will be conducted in collaboration with Ohio State University (OSU). During the project, teachers from Grade 5 classrooms will work in study groups. They will collaborate with researchers to learn about classroom talk, discussion, and reasoning, as well as to develop the materials for the professional development program for future teachers. The total amount of the award is $1,447,711.

 

Awards 

No information available

 

Projects

Dialogic Teaching: Professional Development in Classroom Discussion to Improve Students' Argument Literacy

Alina Reznitskaya is a Co-Principal Investigator on a 3-year grant awarded by the Institute of Educational Sciences, US Department of Education. This is a research and teacher professional development project that is conducted in partnership with Ohio State University. The main goal of this project is to help elementary school teachers improve the ability of their students to comprehend and formulate arguments, or, on other words, to develop students' argument literacy. The project is aligned with the recent Common Core State Standards Initiative (2010), which views argument literacy as a fundamental life skill that is "broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty-first century" (p. 25). To help teachers teach argument literacy to their students we will produce a comprehensive professional development program. We plan to draw on contemporary theory and research that suggest that the development of argument literacy is best supported through dialogic teaching. Dialogic teaching is a pedagogical approach that capitalizes on the power of talk to further students' learning. Over the three years of the project, we will work collaboratively with Grade 5 teachers to develop a series of five professional development modules in dialogic teaching. These modules will be delivered through a combination of teacher workshops and in-class coaching. In Year 1, we will work in a study group with a few teachers to develop the dialogic teaching modules and related assessment tools. In Year 2, we will try out the dialogic teaching modules and assessments with a small number of grade-5 teachers to evaluate the feasibility of implementing the professional development. We will deliver the modules in a 4-day dialogic teaching workshop, conduct in-class coaching, and assess changes in teachers' knowledge, beliefs, and practices. In Year 3, we will conduct a larger pilot study of the dialogic teaching modules and assessments. We will again assess the feasibility of implementing the professional development with grade-5 teachers and we will collect evidence of the promise of the modules for improving students' argument literacy.

Scholarly Interests and Specialties

  • Designing and evaluating professional development programs that help teachers improve the quality of classroom discourse
  • Investigating the role social interaction plays in cognitive development
  • Developing and evaluating assessment instruments that can effectively measure the quality of classroom interactions and related higher-order educational outcomes, such as student argument literacy