Professor Ian Wilkinson

BEcon James Cook, MA (Qual) MApp Psych Qld., PhD Illinois, Dip Psych Qld.

Biography

Ian is Professor of Educational Sciences - Literacy and holds appointments in both the School of Curriculum and Pedagogy and the School of Learning, Development and Professional Practice. Before rejoining the Faculty, he held positions at the Center for the Study of Reading at the University of Illinois at Urbana-Champaign (1990-1992), the University of Auckland (1992-1999), and The Ohio State University (2000-2018). Originally from Australia, he has lectured and conducted research in Australia, New Zealand/Aotearoa, and the United States.

Ian's background is in educational psychology with special interests in cognition, instruction and research methodology especially as they relate to the study of literacy. Within these areas, he is interested in cognitive, socio-cognitive, and sociocultural views of learning, group and classroom processes, classroom dialogue, discussion, argumentation, reading comprehension, and research methods suited to classroom-based inquiry. Much of his work is classroom-based and involves the application of different methods of inquiry to address substantive issues in the learning and teaching of literacy.

In his most recent work, Ian's research has focused on classroom contexts for literacy learning and the cognitive consequences for students with particular attention to interaction in small-group contexts and classroom dialogue. He recently served as Principal Investigator of two large 4-year projects funded by the U.S. Department of Education, Institute of Education Sciences. In the first of these projects, he and hs colleagues (Anna Soter and P. Karen Murphy) examined classroom discussions about text in primary and secondary school settings and analysed the talk that mediated students’ understanding and learning. The goal was to identify converging evidence on the use of classroom discussions to promote high-level comprehension of text. In his most recent project, he and Alina Rezntskaya, using a design study methodology, developed a field-based professional development program in dialogic teaching. The goal was to foster teachers’ knowledge, skills, and expertise in how to conduct classroom discussions about text to promote students’ argumentation and, ultimately, argument literacy. An outcome of this work was a book, co-authored with Alina Reznistakaya, entitled The most reasonable answer: Helping students build better arguments together (Harvard Education Press, 2017).

Research | Current

Recent Presentations

  • Wilkinson, I. A. G. (2019, November). Talk, tools and texts for dialogue-rich discussion. Invited address presented at meeting of the Auckland Literacy Association, Auckland,  Aotearoa/New Zealand.
  • Wilkinson, I. A. G., & Reznitskaya, A. (2019, August). Designing a model of professional development to support teachers’ facilitation of argumentation. In S. Hennessy Chair), Models of teacher professional development to support classroom dialogue: Struggles and successes. Symposium presented at eighteenth biennial meeting of the European Association for Research on Learning and Instruction, Aachen, Germany.
  • Reznitskaya, A., & Wilkinson, I. A. G. (2019,August). Examining teachers’ perspectives on learning to facilitate argumentation. In A-K. Schindler (Chair), Understanding teachers’ change trajectories and perspectives in teacher professional development. Symposium presented at eighteenth biennial meeting of the EuropeanAssociation for Research on Learning and Instruction, Aachen, Germany.
  • Reznitskaya, A., & Wilkinson, I. A. G. (2019, August). Measuring argumentation skills of upper-elementary students. Paper presented at eighteenth biennial meeting of the European Association for Research on Learning and Instruction, Aachen, Germany.
  • Wilkinson, I. A. G. (2019, July). Talking to learn 2.0. Keynote address presented at the 10th International Reading Recovery Institute, Auckland,  Aotearoa/New Zealand.
  • Wilkinson, I. A. G., & Reznitskaya, A. (2019, April). Dialogic teaching for argument literacy in elementary language arts classrooms. In G. Newell (Chair), Teaching and learning of argumentation and argumentative reading and writing in the academic disciplines. Invited symposium presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Chen, J., Lin, T. -J., & Wilkinson, I. A. G. (2019, April). Cognitive and social dialogue patterns during collaborative small group discussions. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Reznitskaya, A., & Wilkinson, I. A. G. (2018, October). Teachers learning to facilitate inquiry dialogue with the Argumentation Rating Tool. Paper presented at joint meeting of the European Association for Research on Learning and Instruction, Special Interest Groups in Inquiry Learning (SIG 20) and Argumentation, Dialogue and Reasoning (SIG 26), Jerusalem, Israel.
  • Wilkinson, I. A. G., & Reznitskaya, A. (2018, October). Learning to facilitate discussions for argumentation: An analysis of teacher professional development. Paper presented at joint meeting of the European Association for Research on Learning and Instruction, Special Interest Groups in Inquiry Learning (SIG 20) and Argumentation, Dialogue and Reasoning (SIG 26), Jerusalem, Israel.
  • Harmey, S., & Wilkinson, I. A. G. (2018, August). Logics of inquiry in studies of early writing development: A critical review. Paper presented at meeting of the European Association for Research on Learning and Instruction, Special Interest Group in Writing (SIG 12), Antwerp, Belgium.
  • Wilkinson, I. A. G., & Libnoch, H. (2018, June). The present and future of reading comprehension instruction. Invited paper presented at the festschrift symposium for P. David Pearson, University of California-Berkeley, Berkeley, CA.

  • Wilkinson, I. A. G. (2018, June). Dialogic teaching for argument literacy: Talk, text, and tools. Invited workshop presented at conference of the NSW Institute of Educational Research, ‘Literacy: What Works and Why?,’ Sydney, Australia.

  • Wilkinson, I. A. G. (2018, June). Quality talk about text: Research-based practices for high-level comprehension. Invited paper presented at conference of the NSW Institute of Educational Research, ‘Literacy: What Works and Why?,’ Sydney, Australia

  • Reznitskaya, A., & Wilkinson, I. A. G. (2018, April). Measuring comprehension and production of written arguments in upper-elementary grades. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Grants

  • Dialogic teaching: Professional development in classroom discussion to improve students’ argument literacy (Co-PI: A. Reznitskaya), US$1,447,711 from Institute of Education Sciences, U.S. Department of Education, 2012.
  • Group discussions as a mechanism for promoting high-level comprehension of text (Co-PI: P. K. Murphy and A. O. Soter), US$786,372 from Institute of Education Sciences, U.S. Department of Education, 2002.
  • Learning to Teach Reading Through Service Learning (with P. Scharer and J. Zutell), US$7,000 from the Service-Learning Initiative, Ohio State University, 2002. 
  • Making sense of group discussions designed to promote literate thinking: A research synthesis, US$9000 (plus graduate associate tuition) from Office of Research, Ohio State University, 2001.
  • Completion of manuscripts on peer effects on learning, US$1,640 from Office of International Studies, Ohio State University, 2000.
  • Application of a multimedia information system to analysis of teaching and learning (with E. Heinrich), NZ$3,400 from NZ/USA Scientific and Technological Co-operative Science Program, Royal Society of New Zealand, 2000.
  • Literature review of influence of peer effects on learning outcomes (PI, Co-PI: J. Hattie, J. Parr, M. Thrupp, M. Townsend), NZ$59,601 from Ministry of Education, New Zealand, 1999.
  • Micro-analysis of small-group reading lessons using a multimedia information system, NZ$600 from Auckland University Research Committee, 1998.
  • Teaching and learning in composite classes, NZ$2,400 from Auckland University Research Committee, 1998.
  • Learning to read in small groups in New Zealand, NZ$15,250 from Auckland University Research Committee, 1996, 1997.
  • Organizing for instruction in whole language classrooms: A case study of grouping practices in New Zealand (with M. Townsend), US$5,000, Elva Knight Grant from International Reading Association, NZ$2,000 from Auckland University Research Committee, 1995.
  • Multilevel analysis of New Zealand IEA reading literacy data, NZ$3,000 from Auckland University Research Committee, 1993, 1994.

 

 

 

Teaching | Current

EDUC 323 Contemporary Topics in Educational Psychology

EDUC 741 Educational Psychology

EDPROFST 700 Literacies Education: Research and Practice

 

Postgraduate supervision

Doctoral

Current

Ya Li Relationship between teacher expectations and students' performance in Chinese classes in New Zealand

Masters

Current

Casey Gilligan Promoting engaged reading in a primary school classroom: A design study

Distinctions/Honours

  • Co-editor of Reading Reseacrh Quarterly 2006-2012
  • Dean’s Distinguished Scholarship Award, College of Education, The Ohio State University, 2006.
  • Education Alumni Award for Outstanding Doctoral Student, University of Illinois at Urbana-Champaign, 1991.

Responsibilities

Member, Psychological Studies in Education and Social Work

Member, Auckland Dialogic Education Network

Section Editor, Learning, Cognition and Human Development, International Encyclopedia of Education

 

Areas of expertise

  • Classroom talk
  • Discussion and dialogue
  • Argumentation
  • Dialogic teaching
  • Group and classroom processes
  • Research methods
  • Research synthesis
  • Classroom contexts for literacy learning
  • Literacy learning and teaching
  • Reading processes
  • Reading instruction
  • Reading comprehension

Committees/Professional groups/Services

Professional Affiliations

  • International Literacy Association
  • American Psychological Association
  • Society for the Scientific Study of Reading
  • American Educational Research Association
  • International Society of the Learning Sciences
  • European Association for Research on Learning and Instruction

Editorial Boards

  • Australian Journal of Language and Literacy (2018-present)
  • Journal of Literacy Research (2014-present)
  • Educational Psychologist (2012-2016)
  • International Journal of Educational Research (2008-2012)
  • Journal of Intellectual & Developmental Disabilities (1997-2004)
  • Reading Research Quarterly (1996-2001)
  • Journal of Adolescent and Adult Literacy (1998-2000)
  • National Reading Conference Yearbook (1994-1997)
  • Center for the Study of Reading Technical Reports (1983-1989, 1990-1991)

Service

  • Reviewer of proposal for Individual Research Grant, Israel Science Foundation, 2018.
  • Reviewer for SIG 20 and 26 conference of the European Association for Research on Learning and Instruction, 2018.
  • Discussant for symposium on Why is it so hard? Teachers’ growth in scaffolding collaborative dialogue (S. Clarke, Chair), presented at the seventeenth biennial meeting of the European Association for Research on Learning and Instruction, Tampere, Finland, August, 2017.
  • Discussant for symposium on Broadening opportunities for classroom learning with dialogic pedagogies (S. Hennessy, Chair), presented at the annual meeting of the American Educational Research Association, San Antonio, TX, 2017.
  • Discussant  for symposium on How do youth learn to write arguments? What assessments from three research projects tell us (M. Sheehy, Chair), presented at the annual meeting of the Literacy Research Association, Nashville, TN, 2016.
  • Reviewer  for candidate for promotion to Professor in the School of Education at the University of Pittsburgh, 2016.
  • Member of Board of Directors, Reading Recovery Council of North America, 2016-2018.
  • Examiner of doctoral thesis, University of Auckland, New Zealand, 2014.
  • Referee for candidate for promotion to Associate Professor, University of Auckland, New Zealand, 2013.
  • Co-Chair  of  Division C, Section 1a (Literacy) conference program, American Educational Research Association, 2013.
  • Examiner  of  Doctoral thesis, Queen’s University, Canada, 2012.
  • Reviewer of proposal for Research Grants Council, Hong Kong, 2011.
  • Discussant for symposium on Assessing specialized knowledge for text-based discussion: Multiple methods and measures (L. Kucan & A. S. Palincsar, Chairs), presented at the annual meeting of the Literacy Research Association, Fort Worth, TX, 2010.
  • Reviewer  for biennial conference of the European Association for Research on Learning and Instruction, 2007, 2009.
  • Reviewer for American Educational Research Association, 1990, 1991, 1997-2004.
  • Reviewer for research program for the Annual Convention of the International Reading Association, 2007-2011.
  • Reviewer for annual awards and grants program, International Reading Association, 1996-1998, 2000-2002, 2004-2011.
  • Reviewer  for proposal for Foundation for Research, Science and Technology, New Zealand Government, 1995.
  • Reviewer of draft handbook on the teaching of reading, Ministry of Education, New Zealand, 1995.
  • Reviewer  for National Reading Conference, 1989, 1993.
  • Member of subcommittee on the Outstanding Dissertation Award, International Reading Association, 2001, 2002.
  • Member of Studies and Research Grants Subcommittee, International Reading Association, 1997-1998.

Selected publications and creative works (Research Outputs)

  • Wilkinson, I. A. G., & Nelson, K. (2020). Role of discussion in reading comprehension. In J. Hattie, E. M. Anderman (Eds.) Visible learning guide to student achievement (pp. ). Abingdon, UK: Routledge. Related URL.
  • Reznitskaya, A., & Wilkinson, I. A. G. (2020). Designing professional development to support teachers’ facilitation of argumentation. In N. Mercer, R. Wegerif, L. Major (Eds.) The Routledge international handbook of research on dialogic education (pp. 254-268). Abingdon, UK: Routledge.
  • Wilkinson, I. A. G., Soter, A. O., Murphy, P. K., & Lightner, S. C. (2020). Dialogue-intensive pedagogies or promoting literate thinking. In N. Mercer, R. Wegerif, L. Major (Eds.) The Routledge international handbook of research on dialogic education (pp. 320-335). Abingdon, UK: Routledge.
  • Kim, M.-Y., & Wilkinson, I. A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. 10.1016/j.lcsi.2019.02.003
  • Reznitskaya, A., & Wilkinson, I. A. G. (2019). Measuring production and comprehension of written arguments in upper-elementary grades. Studia Paedagogica, 24 (4), 63-84. 10.5817/SP2019-4-3
  • Wilkinson, I. A. G., & Staley, B. (2019). On the pitfalls and promises of using mixed methods in literacy research: Perceptions of reviewers. Research Papers in Education, 34 (1), 61-83. 10.1080/02671522.2017.1402081
  • Reznitskaya, A., & Wilkinson, I. A. (2019). Supporting teacher learning and use of inquiry dialogue with the argumentation rating tool. In R. M. Gillies (Ed.) Promoting academic talk in schools: Global practices and perspectives (pp. ). Abingdon, UK: Routledge. Related URL.
  • Harmey, S. J., & Wilkinson, I. A. G. (2019). A critical review of the logics of inquiry in studies of early writing development. Journal of Writing Research, 11 (1), 41-78. 10.17239/jowr-2019.11.01.02