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Sarah Clark

Sarah Clark

Title

Associate Dean - MSE

Contact Information

Office: 205-C MCKB

Phone: 801-422-4607

Email: sarah_clark@byu.edu

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

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.

  • Nancy Peery Marriott Excellence in Scholarship Award — 2019
    • Sponsor: Brigham Young University
  • Finalist of the 2018 UKLA/Wiley Award — 2018
    • Sponsor: United Kingdom Literacy Association Award
    • Our paper published in the Journal of Research in Reading and was named as one of five top papers and finalist for the 2018 UKLA/Wiley Award.
  • Eldon J. Gardener Teacher of the Year Award (Finalist) — 2014
    • Sponsor: Utah State University
  • Teacher of the Year Award for the School of Teacher Education and Leadership — 2014
    • Sponsor: Utah State University
  • Teacher of the Year for the Emma Eccles Jones College of Education and Human Services — 2014
    • Sponsor: Utah State University
  • Jerry Johns Promising Researcher of the Year Award — 2013
    • Sponsor: National Association of Teacher Educators and Researchers
  • Teacher of the Year for the School of Teacher Education and Leadership — 2013
    • Sponsor: Utah State University
  • Graduate Research Assistant Award — 2009
    • Sponsor: Utah State University
  • Graduate Teaching Assistant Award — 2007
    • Sponsor: Utah State University

Teaching second-grade students to write science expository: Does a holistic or analytic rubric provide more meaningful results?

Publisher: Elsevier

Volume: 55

Issue:

Pages: 100676

Journal: Assessing Writing

Date: 2022

Abstract

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

Publisher: Taylor and Francis

Editors: William H. Rupley

City: New York City, NY

Country: USE

Volume: 43

Issue: 2

Pages: 181-209

Journal: Reading Psychology

Date: 2021

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

URL: https://doi.org/10.1016/j.tate.2021.103505

Publisher: Elsevier

City: Edinburgh

Country: England

Issue: 108

Pages: 103505

Journal: Teaching and Teacher Education

Date: 2021

Abstract

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

URL: https://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=hpje20

Publisher: Taylor and Francis

Editors: Claire Smrekar, Editor

City: Vanderbilt, TN

Country: United States

Volume: 97

Issue: 2

Pages: 148-164

Journal: Peabody Journal of Education

Date: 2021

Abstract

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

Publisher: Nova Science Publishers

Editors: Robert Nata

City: New York City, NY

Country: USA

Pages: 28 pages

Journal: Progress in Education

Date: 2021

Abstract

Using disciplinary literacy to teach children to write science informational text

Publisher: Taylor and Francis

Editors: William H. Rupley

City: New York, NY

Country: United States

Volume: 42

Issue: 5

Pages: 455-483

Journal: Reading Psychology

Date: 2020

Abstract

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

URL: https://doi.org/10.1007/s10643-020-01106-9

Publisher: Springer

City: New York, NY

Country: United States

Volume: 49

Pages: 567-579

Journal: Early Childhood Education Journal

Date: 2020

Abstract

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

URL: https://doi.org/10.1080/1359866X.2020.1777528

Publisher: Taylor and Francis

Country: Australia

Volume: 49

Issue: 1

Pages: 128-142

Journal: Asia Pacific Journal of Teacher Education

Date: 2020

ISSN: 1469-2945

Abstract

Patterns and progression of emotion experiences and regulation in the classroom

URL: https://doi-org.erl.lib.byu.edu/10.1016/j.tate.2020.103081

Publisher: Elsevier

Editors: Hafds Gujnsdttir and Robert Kleinsasser

City: Edinburgh

Country: England

Volume: 93

Issue: 103081

Pages: 1-8

Journal: Teaching and Teacher Education

Date: 2020

ISSN: 0742-051X

Abstract

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

URL: https://novapublishers.com/shop/progress-in-education-volume-63/

Publisher: Nova Science Publishers, Inc.

Editors: Nata, Robert

City: New York, NY

Country: USA

Volume: 63

Pages: 71-104

Journal: Progress in Education

Date: 2020

Abstract

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

Publisher: Springer

Editors: Angela Fitzgerald and Kim Nichols

City: New York, NY

Country: United States

Journal: Research in Science Education

Date: 2020

Abstract

Well-managed and efficient literacy learning environments

URL: https://www.barnesandnoble.com/w/principles-of-effective-literacy-instruction-grades-k-5-seth-a-parsons-phd/1137748977

Publisher: Guilford Press

Editors: Seth Parsons and Margaret Vaughn

City: New York, NY

Country: United States

Journal: Principles of effective literacy instruction

Date: 2019

Abstract

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

URL: https://www.palgrave.com/gp/book/9783030478209

Publisher: Palgrave MacMillan

Editors: Tiffany Gallaher and Katie Ciampa

City: Cham

Country: Switzerland

Pages: 173-198

Journal: Teaching Literacy in the Twenty-First Century Classroom Teacher Knowledge, Self-Efficacy, and Minding the Gap

Date: 2019

ISBN: 9783030478209

Abstract

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

URL: https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13664530.2020.1725102

Publisher: Taylor and Francis

Editors: Sue Brindley and Sara Delmas

City: Australia Research Council

Country: Australia

Volume: 24

Issue: 2

Pages: 127-142

Journal: Teacher Development

Date: 2019

Abstract

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

URL: https://doi.org/10.1080/19388071.2019.1686093

Publisher: Taylor and Francis

Editors: Evan Ortlieb

City: New York, NY

Country: United States

Volume: 59

Issue: 1

Pages: 53-77

Journal: Literacy Research and Instruction

Date: 2019

Abstract

Using a dialogic approach to teach children to write opinion pieces

URL: doi.org/10.1002/trtr.1848

Publisher: Wiley-Blackwell

Country: United States

Volume: 73

Issue: 3

Pages: 357-361

Journal: The Reading Teacher

Date: 2019

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

Publisher: Taylor & Francis

Country: Australia

Journal: Asia-Pacific Journal of Teacher Education

Date: 2018

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

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

Publisher: Guilford Press

Editors: Lesley Morrow and Linda Gambrell

City: New York, NY

Country: United States

Issue: 6th Edition

Pages: 359-385

Journal: Best Practices in Literacy Education. 6th Edition

Date: 2018

ISBN: 9781462536788

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

Publisher: NOVA Science Publishers

Editors: Lori Caudle

City: New York, NY

Country: United States

Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)

Date: 2018

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

Publisher: NOVA Science Publishers

Editors: S. Kearns

City: New York, NY

Country: United States

Issue: 1

Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)

Date: 2018

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

Publisher: Caddo Gap Press

Editors: Mary Christianakis

City: San Francisco, CA

Country: United States

Volume: 45

Issue: 4

Pages: 29-50

Date: 2018

ISSN: 0737-5328

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

URL: https://www.nsta.org/science-children-editorial-board

Publisher: National Science Teachers Association

City: Arlington, VA

Country: United States

Volume: 58

Issue: 2

Pages: 80-86

Journal: Science and Children

Date: 2018

Abstract

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

Publisher: National Science Teachers Association

Journal: Science and Children

Date: 2017

Teaching Second Graders to Write Sequential Text

Publisher: Taylor and Francis

Editors: Mary Heller

Country: United States

Volume: 111

Issue: 6

Pages: 764-772

Journal: Journal of Educational Research

Date: 2017

Abstract

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

Publisher: United Kingdom Literacy Association

Editors: Julia Carroll

Country: United Kingdom

Journal: Journal of Research in Reading

Date: 2017

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

Publisher: LAP Lambert Academic Publishing

City: Saarbrucken, Germany

Country: Germany

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

Publisher: The Guilford Press

Editors: L. Gambrell and L. Morrow

City: New York, NY

Issue: 6th Edition

Journal: Best Practices in Literacy Instruction

Shaping the contours of professional development: PreK-12

Publisher: The Guilford Press

Editors: S. Kragler, D. Quatroche and K. Bauserman

City: New York, NY

Journal: Handbook of Professional Development in Education: Successful Models and Practices? PreK-12

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

Publisher: The Guilford Press

Editors: L. Gambrell and L. Morrow

City: New York, NY

Country: USA

Issue: 5th Edition

Journal: Best Practices in Literacy Instruction

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

Publisher: Nova Science Publishers, Inc.

Editors: W. Slater

City: New York, NY

Country: USA

Journal: Progress in Education

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

Publisher: Teachers College Press

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

Editors: Julia Carroll

Volume: 40

Issue: 3

Pages: 219-232

Journal: Journal of Research in Reading

Integrating Science Inquiry into Early Literacy Instruction

Publisher: International Literacy Association

Editors: Jan Lacina and Robin Griffith

Country: United States

Volume: 70

Issue: 6

Pages: 701-710

Journal: The Reading Teacher

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

Publisher: Nova Science Publishers, Inc.

City: New York, NY

Country: USA

Journal: Progress in Education

Millennials: Characteristics, Trends, and Perspectives

Publisher: NOVA Science Publishers

Editors: Megan Gerhardt

City: New York, NY

Country: United States

Journal: Teachers and Teaching: Practices, Challenges, and Prospects (Book Chapter)

Teaching second graders to write sequential text

Publisher: Taylor & Francis

Volume: 111

Issue: 6

Pages: 764-772

Journal: Journal of Educational Research

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

Journal: Research in Science Education

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

Publisher: National Science Teaching Association

Editors: Valynda Mayes

City: Arlington, VA

Country: USA

Volume: 59

Issue: 2

Pages: 56-61

Journal: Science and Children

What millenial preservice teachers want to learn in their training

Publisher: Nova Science Publishers, In.

Editors: J. Peluchette and M. Gerhardt

City: New York, NY

Country: USA

Journal: Millennials: Characteristics, Trends, and Perspectives

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

Publisher: Nova Science Publishers

Editors: R. Nata

City: New York, NY

Country: USA

Journal: Teachers and Teaching; Practices, Challenges, and Prospects

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

Publisher: Nova Science Inc.

Editors: L. Caudle

City: New York, NY

Country: USA

Journal: Teachers and Teaching: Practices, Challenges, and Prospects