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) examining professional development interventions that help teachers facilitate class discussions to promote students' argumentation skills; 2) investigating the role social interaction plays in the development of argumentation skills, 2) designing measurement instruments that can effectively measure argumentation skills in speaking, reading, and writing.
Sample publications include (please see the related documents below):
Reznitskaya, A., & Wilkinson, I. A. G. (2015). Professional Development in Dialogic Teaching: Helping Teachers Promote Argument Literacy in Their Classrooms. In D. Scott, and E. Hargreaves (Eds.), Learning, Pedagogy And Assessment (pp. 219-232). London, UK: Sage Publications.
Reznitskaya, A., Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48 (2), 114-133.
Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65 (7).
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 the Ohio State University. The goal of the project is to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program is focused on promoting teachers’ use of a specific type of talk called ‘inquiry dialogue’ to achieve the goal of developing students’ argument literacy. During the project, colleagues from Montclair State University and The Ohio State University work collaboratively with upper elementary school teachers to design curriculum materials and activities that support teacher learning. A total of 49 teachers and 935 students from public schools in Ohio and New Jersey participated in this research.
Measuring Argument Literacy Skills of Elementary School Students
Alina Reznitskaya is a Principal Investigator on a 2-year grant awarded by the Spencer Foundation. The goal of this project is to design and validate a set of measures to assess argument literacy skills of elementary school students. We develop and validate two sets of measures that include alternate forms to be used in pre- and post-testing, thus allowing teachers to measure students’ growth over time. One set, Reading Arguments: Form A and Form B, will assess students’ ability to comprehend texts that contains arguments. Another set, Writing Arguments: Form A and Form B, will measure the ability to construct arguments in writing. The measures will be suitable for use in a typical classroom and have desirable psychometric properties.