Vicki S. Collet Source Confirmed

Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.

Assistant Professor

University of Arkansas at Fayetteville

faculty

8 h-index 44 pubs 283 cited

Research Areas

Parental Involvement in Education Innovative Teaching and Learning Methods Teacher Education and Leadership Studies Education Systems and Policy Racial and Ethnic Identity Research SARS-CoV-2 and COVID-19 Research Diverse Educational Innovations Studies Reading and Literacy Development

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ORCID Research Group

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OverviewAI-generated summary

Vicki S. Collet's research investigates educators' perspectives on remote learning, particularly the experiences of Marshallese students during spring 2020. Her work also explores the contextual differences and pedagogical approaches in international lesson study initiatives, focusing on developing early childhood teacher professionalism. Collet has examined state reading policies, analyzing how initiatives are perceived and discussed by educators. Additionally, her research addresses home-school connections and critiques traditional frameworks of parental involvement, proposing an asset-based model, especially in the context of remote schooling during the COVID-19 pandemic. She has also published on pedagogical methods for teaching grammatical conventions using published authors as mentors. Collet's scholarship metrics include an h-index of 8, 44 total publications, and 283 total citations.

Metrics

h-index: 8
Publications: 44
Citations: 283

Selected Publications

Affordances of Multimodality: Introduction to This Special Issue (2026) DOI
Linguistic resources and classroom conditions for translanguaging in a newly expanding language ecology (2026) DOI
Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency (2025) DOI
Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning (2025) DOI
“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative (2023) DOI
Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes (2022) DOI
Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study (2021) DOI
The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach (2021) DOI
Using published authors as mentors to teach grammatical conventions (2021) DOI