Aarti P. Bellara

Aarti P. Bellara

University of Connecticut

H-index: 10

North America-United States

About Aarti P. Bellara

Aarti P. Bellara, With an exceptional h-index of 10 and a recent h-index of 9 (since 2020), a distinguished researcher at University of Connecticut, specializes in the field of Classroom assessment, instrument development, propensity scores, research methods in education.

His recent articles reflect a diverse array of research interests and contributions to the field:

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning

Lean on me: Teaching together from a distance

ASSESSMENT AS AN INSTRUCTIONAL STRATEGY

Making Research-Practice Partnerships Work for you: What Might Researchers Want you to Know

Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations

Aarti P. Bellara Information

University

University of Connecticut

Position

___

Citations(all)

758

Citations(since 2020)

466

Cited By

491

hIndex(all)

10

hIndex(since 2020)

9

i10Index(all)

10

i10Index(since 2020)

9

Email

University Profile Page

University of Connecticut

Aarti P. Bellara Skills & Research Interests

Classroom assessment

instrument development

propensity scores

research methods in education

Top articles of Aarti P. Bellara

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning

Authors

Susan V Bennett,AnnMarie Alberton Gunn,Barbara J Peterson,Aarti P Bellara

Journal

Journal of Early Childhood Literacy

Published Date

2023

As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no …

Lean on me: Teaching together from a distance

Authors

Aarti P Bellara,D Betsy McCoach

Journal

New Horizons in Adult Education and Human Resource Development

Published Date

2022/6

We tell the story of how our friendship, which led to our co–teaching, was a catalyst for us to navigate the shift to working from home amid a pandemic. Using a co–constructed autoethnography, we narrate how the loss of our physical workspaces was a detriment to our professional identities, and how through our co–teaching efforts, we were able to support each other as colleagues, friends, and fellow female academics. We maintain that our collaborative teaching efforts during the pandemic were paramount to us being able to get through the initial Covid–19 shutdown, and argue that we as a profession might consider some of the learned lessons of shared work as we look towards a post–COVID world.

ASSESSMENT AS AN INSTRUCTIONAL STRATEGY

Authors

Aarti P Bellara,Jessica O Lototski

Journal

Teaching Learning for Effective Instruction

Published Date

2022/10/1

Teacher preparation programs aim to provide curriculum and experiential learning opportunities to ensure their teacher candidates are effective in the classroom. Similarly, teacher preparation programs have been criticized for not adequately addressing the importance of assessment within their programs (Popham, 2011). Several studies have indicated beginning teachers lack the skills necessary to engage in the complex task of assessing student learning (MacLellan, 2004; Volante & Fazio, 2007). Stiggins (2004) stated,“few teachers are prepared to face the challenges of classroom assessment because they have not been given the opportunity to learn to do so”(p. 762). Yet assessing student learning is a critical component of effective teaching (Black & Wiliam, 1998; Mertler & Campbell, 2005; Penual & Shepard, 2016; Popham, 2011).

Making Research-Practice Partnerships Work for you: What Might Researchers Want you to Know

Authors

Aarti P Bellara,Bianca Montrosse-Moorhead,Tutita M Casa,E Jean Gubbins,Stacy M Hayden

Journal

NASSP Bulletin

Published Date

2022/9

Partnerships between educational researchers and school-based administrators and educators is imperative to successfully identifying evidence-based practices to improve pedagogy, curriculum, and student outcomes. In this paper, we recognize how being approached by educational researchers can be overwhelming for administrators and educators. We offer a perspective that may help school-based personnel understand the motivation behind research requests and how administrators can frame their response to these requests using a critical lens to ensure these partnerships are beneficial to their school community.

Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations

Authors

Rachael A Cody,Gregory T Boldt,Elizabeth J Canavan,E Jean Gubbins,Stacy M Hayden,Aarti P Bellara,Kelly L Kearney

Journal

Frontiers in Psychology

Published Date

2022/8/8

The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental design intervention. Teachers in the experimental condition participated in professional learning opportunities featuring curriculum materials, lessons, and activities highlighting support for students identified as 2e or from CLED populations. Teachers in the control condition received no intervention. Across 16 United States' schools, 53 grade 3 classroom teachers were selected to complete two sets of pre-intervention and post-intervention surveys assessing their reported beliefs about students identified as 2e or from CLED populations. The results indicated that all teachers consistently reported accurate and positive beliefs about the characteristics and needs of these populations, both prior to and after participation in relevant professional learning opportunities. Although analyses revealed main effects of condition and time for certain scales, the reported interaction terms suggested that the professional learning opportunities did not specifically increase questionnaire scores for teachers in the experimental condition. The implications of these findings regarding professional learning and efforts to improve equity in gifted and talented education are discussed.

See List of Professors in Aarti P. Bellara University(University of Connecticut)

Aarti P. Bellara FAQs

What is Aarti P. Bellara's h-index at University of Connecticut?

The h-index of Aarti P. Bellara has been 9 since 2020 and 10 in total.

What are Aarti P. Bellara's top articles?

The articles with the titles of

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning

Lean on me: Teaching together from a distance

ASSESSMENT AS AN INSTRUCTIONAL STRATEGY

Making Research-Practice Partnerships Work for you: What Might Researchers Want you to Know

Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations

are the top articles of Aarti P. Bellara at University of Connecticut.

What are Aarti P. Bellara's research interests?

The research interests of Aarti P. Bellara are: Classroom assessment, instrument development, propensity scores, research methods in education

What is Aarti P. Bellara's total number of citations?

Aarti P. Bellara has 758 citations in total.

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