Brooke A. Moore

Bio: Brooke A. Moore is an academic researcher from Fort Hays State University. The author has contributed to research in topics: Reading comprehension & Reading (process). The author has an hindex of 6, co-authored 16 publications receiving 142 citations. Previous affiliations of Brooke A. Moore include University of Colorado Boulder.

Challenging the ideology of normal in schools

Abstract: In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we dr...

Considering the Needs of English Language Learner Populations An Examination of the Population Validity of Reading Intervention Research

Abstract: This article synthesizes reading intervention research studies intended for use with struggling or at-risk students to determine which studies adequately address population validity, particularly in regard to the diverse reading needs of English language learners. An extensive search of the professional literature between 2001 and 2010 yielded a total of 67 reading intervention studies targeting at-risk elementary students. Findings revealed that many current research studies fail to adequately describe the sample, including the accessible and target populations, and to disaggregate their findings based on demographic characteristics. When population validity issues are not addressed, researchers cannot generalize findings to other populations of students, and it becomes unclear what intervention strategies work, especially with English language learner student populations. However, 25 studies did specifically recognize and address the needs of English language learners, indicating more researchers are ta...

“That’s My Job” Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities

Abstract: The purpose of this study is to understand special education teachers’ beliefs regarding their roles and responsibilities and to determine how these beliefs differ among more and less accomplished ...

Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies.

Abstract: K–12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical ne...

Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different

Abstract: Moore, Brooke Anne (Ph.D., School of Education, Special Education/Educational Psychology) Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different Dissertation directed by Professor Janette K. Klingner and Associate Professor A. Susan Jurow The conceptualization of normal in schools is problematic. It mediates perceptions about ability, achievement and behavior. Normal implies a hierarchy, naturalizing the idea that some students can achieve better than others. This practice places the blame on the student by locating the problem within the child while failing to consider ways to make educational contexts more responsive. Those seen as deviating from normal are often characterized by race, language use, socioeconomic status or perceived ability. Historically, this has led to educational inequities. Equating difference with deficits is problematic as US schools are growing in diversity daily. In this social design experiment, I combined Disability Studies in Education and Cultural Historical Activity Theory to examine: (1) how normal was conceptualized for my participants and within the contexts of their schools, and how this influenced their role as special educators; and (2) how to shift the meaning of normal to be more encompassing of diversity and what this means for the future of special education. My participants were graduate level, practicing teachers enrolled in EDUC 7105. Participants read critical literature, engaged in audio-recorded small group discussions, and wrote personal written reflections pertaining to how normal is conceptualized in the activity systems of their schools and to consider ways to expand the meaning of normal to be more encompassing of diversity. I then analyzed my data using qualitative, grounded theory methodology.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

Abstract: Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scho...