Barbara A. Bradley, associate professor, joined the KU faculty in the fall of 2004. Bradley earned a BS degree from SUNY at Stony Brook in biology and psychology, an MA degree in physical education from Adelphi University, and a PhD in reading education from The University of Georgia. She has 14 years experience teaching preschool-aged children with special needs and taught in New York, Virginia, and Colorado.
2018 Capri, Italy Studay Abroad Flyer: http://ct.ku.edu/sites/ct.ku.edu/files/files/Italy_KU_flyer_2018.pdf
Barbara teaches undergraduate courses related to literacy in the elementary grades and graduate courses in reading comprehension and reading research. Currently, she is using "flipped instruction" for her undergraduate courses and she teaches her graduate courses using a blended/hybrid approach.
C&T 352 & 353: Literacy Instruction for the Primary Grades & Practicum
C&T 354 & 355: Literacy Instruction for the Intermediate Grades & Practicum
C&T 649 & 749: An International Teaching Experience
C&T 741: Comprehension and Study Strategies
C&T 840: Emergent Literacy and Beginning Reading
C&T 841: Early Intervention Reading Practicum
C&T 844: The Reading Program: Coordination and Supervision
C&T 940: Evaluation of Reading Research
C&T 998: Introduction to Graduate Studies
- Elementary education
- Early literacy
- Beginning reading
- Reading comprehension
Barbara's research focuses on early literacy, particularly language development and book sharing with information texts. She often uses the approach of design-based research or formative experiments to investigate educational issues, and she co-authored the book, On Formative and Design Experiments. Further, Bradley co-directs a 4-week summer study abroad in Italy for education majors.
Barbara has published research in Early Childhood Research Quarterly, Journal of Early Childhood Literacy, Early Child Development and Care, Journal of Literacy Research, The Reading Teacher, School Psychology Review, and School Psychology Quarterly, and she has presented research at the national conferences of the Literacy Research Association and American Educational Research Association. She currently serves on the editorial review board for The Reading Teacher.
- Early childhood
- Early literacy
- Book sharing with informational texts
- Read alouds
- Oral language development
- Formative experiments
- Design research
- Design-based research
Knight, J. Elford, M. D., Hock, M. Dunekack, D. Bradley, B. Deschler, D. & Knight, D. (2015). The Instructional Coaching Cycle: Essential Skills for Instructional Coaches. Journal of Staff Development , 36(1), 10 - 18.
Bradley, B. A. (2013). A formative experiment to enhance teacher-child interactions in a preschool classroom. In . (Ed.), Educational design research: Introduction and illustrative cases. .
Bradley, B. A., Knight, J. Harvey, S. Knight, D. Thomas, S. Irma, B. & Donald, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In . (Ed.), Educational design research – Part B: Introduction and illustrative cases.
Price, L. H., Bradley, B. A., & Smith, J. (2012). A comparison of preschool teachers’ talk during storybooks and information book read alouds. Early Childhood Research Quarterly, 27, 426-440. DOI:10.1016/j.ecresq.2012.02.003
Knight, J. Bradley, B. A., Hock, M. Skritc, T. Knight, D. Brasseur-Hock, I. Deshler, D. Ruggles, M. & Hatton, C. (2012). You can learn a lot by watching: How video can be used to accelerate professional learning. The Journal of Staff Development, 33(2), 18-23.
Bradley, B. A., Colwell, J. Hall, L. A., Fisher, D. Frey, N. Baumann, J. F., & Reinking, D. (2012). Clarifying formative experiments in literacy research (P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker). 61st Literacy Research Association Yearbook. Oak Creek, WI: Literacy Research Association.
Bradley, B. A., & Reinking, D. (2011). Revisiting the connection between research and practice using design research and formative experiments. In N. Duke & M. Mallette (Eds.), Literacy research methods (pp. 188-212). New York: Guilford Press.
Bradley, B. A., & Reinking, D. (2011). A formative experiment to enhance language interactions in a preschool classroom. Journal of Early Childhood Literacy, 11(3), 362-401.
Bradley, B. A., & Reinking, D. (2011). Enhancing research and practice in early childhood through formative and design experiments. Early Childhood Development and Care, 81(3), 305-319. DOI:10.1080/03004430903357894
Bradley, B. A., & Jones, J. (2010). Sharing alphabet books in early childhood classrooms. In D. Stickland (Ed.), Essential Readings on Early Literacy (pp. 70-82). Newark, DE: International Reading Association.
Schwanenflugel, P. J., Hamilton, C. E., Neuharth-Pritchett, S. Restrepo, M. A., Bradley, B. A., & Webb, M. Y. (2010). PAVEd for Success: An evaluation of a comprehensive preliteracy program for 4-year-old children. Journal of Literacy Research, 42(3), 227-275.
Meisinger, E. B., Bradley, B. A., Schwanenflugel, P. J., & Kuhn, M. R. (2010). Teachers' perception of word callers and related literacy concepts. School Pyschology Review, 39(1), 54-68.
Meisinger, E. B., Bradley, B. A., Schwanenflugel, P. J., & Kuhn, M. R. (2009). Myth and reality of the word caller: The relationship between teacher nominations and prevalence among elementary school children. School Pyschology Quarterly, 24(3), 147-159.
Meisinger, E. B., & Bradley, B. A. (2008). Classroom practices for supporting fluency development. In M. R. Kuhn & P. J. Schwanenflugel (Eds.), Fluency in the classroom (pp. 36-54). New York: Guilford Press.
Reinking, D. & Bradley, B. A. (2008). On formative and design experiments: Approaches to language and literacy research, New York: Teachers College Press.
Bradley, B. A., & Jones, J. (2007). Sharing alphabet books in early childhood classrooms. The Reading Teacher, 60(5), 452-463.
Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Meisinger, E. Woo, D. Bradley, B. A., & Stahl, S. A. (2006). Teaching Children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357-387.
Bradley, B. A., Rocha, L. S., Jorgensen, K. A. & Schloegel, M. . (12/31/2012). Monolingual and Bilingual Preschool Teachers Reading Information Books Aloud with Emerging Bilingual Children. Paper presented at the annual conference of the Literacy Research Association. San Diego, CA
Knight, D. S., Hock, M. F., Knight, J. Skrtic, T. M. & Bradley, B. A. (12/31/2012). Measuring the Impact of Instructional Coaching: Evidence from Classroom Observations. Round table presented at the annual conference of the American Educational Research Association. Vancouver, Canada
Bradley, B. A., Smith-Maybon, A. Puccetti, A. & Jorgensen, K. . (10/31/2012). Teaching and Learning with iPads in an Elementary Teacher Education Program. Paper presented at the annual conference of the Kansas Reading Association. Lawrence, KS
Bradley, B. A. & Price, L. H. (04/30/2012). Preschool Teachers' Repeated Readings of Thematically Related Books to Children. Poster to be presented at the annual conference of the American Educational Research Association. Vancouver, BC, Canada
Bradley, Barbara Ann, (Principal), Integrating Information Books into Early Childhood Classrooms, University of Kansas, $5,587, (01/01/2009 - 12/31/2011) . University (KU or KUMC). Status: Funded.
Bradley, Barbara Ann, (Principal), A Formative Experiment Investigating Expository Text Read Alouds in Early Childhood Classrooms, University of Kansas, $8,000, (01/01/2006 - 12/31/2008) . University (KU or KUMC). Status: Funded.
Bradley, Barbara Ann, (Principal), Administration of Children, Youth and Families, $52,720, (01/01/2006 - 12/31/2007) . Federal. Status: Funded.
Bradley, Barbara Ann, (Principal), Nielson, D., Second Grade Reading Fluency, National Institutes of Health and the National Science Foundation, $138,500, (01/01/2004 - 12/31/2007) . Federal. Status: Funded.