Parker Fawson

School of Teacher Education and Leadership

EEJ Endowed Chair in Early Education, Director of Center for the School of the Future


Parker Fawson

Contact Information

Office Location: ECERC 321
Phone: 435-797-0240
Email: parker.fawson@usu.edu
Additional Information:

Educational Background

EDD, Elementary Education, (Reading/Language Arts), Brigham Young University, 1989
Operationalizing the Salience Imbalance Hypothesis: Effect of Semantic Feature Analysis on Their-Graders' Metaphorical Comprehension
Med, Educational Leadership, Brigham Young University, 1986
BA, Elementary Education, (Science/German), Weber State College, 1983

Biography

Fawson has taught k-6 early in his career and had served as faculty member, Department Chair, and Dean. He directs the Center for the School of the Future at USU.

Teaching Interests

Early Literacy<br>Reading Motivation<br>Literacy Professional Development<br>Learning Innovation and Improvement<br>Effective School Leadership

Research Interests

Early Literacy<br>Reading Comprehension<br>Reading Motivation<br>Effective Literacy Learning Systems<br>Effective School Leadership<br>Education Systems Improvement<br>Global Teacher Education

    Publications | Book Chapters

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

  • Fawson, P.C, Reutzel, D.R, Read, S.R, Smith, J., Moore, S., (2009). The influence of differing the paths to an incentive on third-graders’ reading achievement and attitudes. . Reading Psychology, 30:6, 564-583.
  • Reutzel, D.R, Read, S.R, Fawson, P.C, (2009). Using information trade books as models for teaching expository text structure to improve children’s reading comprehension: An action research project. Journal of Reading Education, 35:1, 31-38.
  • Read, S.R, Reutzel, D.R, Fawson, P.C, (2008). Do you want to know what I learned? Using informational trade books as models to teach text structure. Early Childhood Education Journal36, 213-219.

Professional Journal

  • Reutzel, D.R, Dole, J.A, Read, S.R, Fawson, P.C, Herman, K., Jones, C.D, Sudweeks, R., Fargo, J., (2011). Conceptually and methodologically vexing issues in teacher knowledge assessment.. Reading & Writing Quarterly.27, 1-30.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Technical Reports

Research Reports

    An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

    Publications | Other

    An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

    Teaching

    TEAL 7322 - Research in Literacy, Fall 2021
    , Spring 2021
    TEAL 7323 - Literacy Education Teacher Training and Development, Spring 2021
    TEAL 7323 - Literacy Education Teacher Training and Development, Spring 2021
    ELED 5150 - Student Teaching Elementary, Spring 2020
    ELED 5150 - Student Teaching, Fall 2019
    TEAL 7323 - Literacy Education Teacher Training and Development, Spring 2019

    Graduate Students Mentored

    Jacob Earnest, Teacher Education & Leadership, June 2019
    Samantha Harris, June 2019
    Ruth Alvarez, Teacher Education & Leadership, August 2020 - December 2021
    Eric Campbell, Teacher Education & Leadership, July 2019 2021