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Send email to Dr. Parsons

Phone: (703) 993-6559
Email: sparson5 (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 1405
4400 University Dr.
MS 4B3
Fairfax, VA 22030

Curriculum Vitae

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Profile

Seth Parsons is a Professor in the College of Education and Human Development. He joined the faculty in the fall of 2008 and teaches courses in the Elementary Education, Literacy, and Research Methods program areas. His current projects include the following, which he conducts in close collaboration with colleagues and doctoral students: (a) a study of students' writing engagement and writing quality, (b) a comprehensive research synthesis of motivation and engagement in reading; and (c) an investigation of elementary students' motivation to read different genres. Before beginning his doctoral studies, which he completed in May 2008, he was a classroom teacher in North Carolina. Dr. Parsons is co-editor of Journal of Literacy Research, the flagship journal of the Literacy Research Association. He is past president of the Association of Literacy Educators and Researchers (ALER) and the Greater Washington Reading Council (GWRC). He was a member of the American Association of Colleges for Teacher Education's (AACTE) Clinical Practice Commision. Dr. Parsons and colleagues recently received AERA's Review of Research Award (2019) for their review of adaptive teaching that was published in Review of Educational Research. In 2018, he and his colleagues received the ATE Distinguished Research in Teacher Education Award for their longitudinal study of teachers' visions, which was published in Teaching and Teacher Education. He was previously selected as a 2014-2015 Emerging Leader by Phi Delta Kappa International and a 2015 Clinical Practice Fellow by the Association of Teacher Educators. In 2016, Dr. Parsons was recognized by George Mason University as a Teacher of Distinction, and in 2012, he received the Jerry Johns Promising Researcher Award from ALER.   

Research Interests

Reading and Writing

Motivation and Engagement

Adaptive Teaching

Teacher Education and Development

School-University Partnerships

Recent Publications

*Marine, J., Navarro, F., Parsons, S. A., & Rogers, P. (in press). Motivation or engagement? Competing pathways to undergraduate writing performance. Reading and Writing. https://doi.org/10.1007/s11145-026-10826-0

*Murnan, R., Evmenova, A., Regan, K., & Parsons, S. A. (in press). Making the invisible visible: Idea generation processes for middle school writers with and without high-incidence disabilities. Journal of Writing Research. 

*Ferguson, D., Majetich, Jr., E., Parsons, S. A., & Parker, A. (in press). Reading undergraduate preservice teacher visions as a roadmap for equity-oriented teacher education pedagogies. Teacher Education Quarterly.

*Parsons, S. A., Dennis, D., Ellis, V., Parker, A. K., & Zenkov, K. (in press). Mentor teachers: Overlooked and under-investigated. The Teacher Educators’ Journal.

*Hutchison, A. C., Parsons, S. A., & Ives, S. T. (2026). The coding engagement scale (CodES). British Journal of Educational Technology, 57(2), 443-459. https://doi.org/10.1111/bjet.70025

*Marine, J., Parsons, S. A., Ives, S. T., & Rogers, P. (2026). Exploring the intersections of accelerated learning theory and writing engagement. Frontiers in Psychology, 17, 1461683. https://doi.org/10.3389/fpsyg.2026.1461683 

*Ankrum, J., Parsons, A. W., Parsons, S. A., Lohnas, C., Vaughn, M., & Morewood, A. (2026). The importance of responsive literacy instruction: Now more than ever. The Reading Teacher, 79(4). http://dx.doi.org/10.1002/trtr.70034

Parsons, S. A. (2025). Unintended consequences: Three scruples with science of reading policy implementation. Yearbook of the Association of Literacy Educators and Researchers, 46, 29-48. (invited Laureate Address)

*Parsons, A. W., Parsons, S. A., Groth, L. A., Ives, S. T., & Heo, H. (2025). Exploring science of reading implementation using the lens of self-determination theory. Education Policy Analysis Archives, 33. https://doi.org/10.14507/epaa.33.8614

Johnson, L. P., Mora, R. A., Parsons, S. A., Garcia, A. G., & Mirra, N. (2024). Interrogating hierarchies to build a humanitarian literacy research architecture: Multiple perspectives. Literacy Research: Theory, Method, and Practice, 73(1), 57-79. https://doi.org/10.1177/23813377241286038 (invited)

Parsons, S. A., & Erickson, J. D. (2024). Where is motivation in the science of reading? Phi Delta Kappan, 105(5), 32-36. Where is motivation in the science of reading? - kappanonline.org

*Parsons, S. A., Ives, S. T., Fields, S., Barksdale, B., Marine, J., & Rogers, P. (2023). The writing engagement scale: A formative assessment tool. The Reading Teacher, 77(3), 278-289. https://doi.org/10.1002/trtr.2244 

*Murnan, R., Parsons, S. A., & Verbeist, C. (2023). Striving adolescent readers’ motivation. Literacy Research and Instruction, 62(2), 127-154. https://doi.org/10.1080/19388071.2022.2115957   

*Ives, S. T., Parsons, S. A., Cutter, D., Field, S., Wells, M. S., & Lague, M. (2023). Intrinsic and extrinsic reading motivation: Context, theory, and measurement. Reading Psychology, 44(3), 306-325. https://doi.org/10.1080/02702711.2022.2141403

*Ergünay, O., & Parsons, S. A. (2023). A comparison of teacher competence frameworks in the United States and Turkiye. Journal of the International Society for Teacher Education, 27(1), 45-67. https://doi.org/10.26522/jiste.v27i1.4165 

*Vaughn, M., Parsons, S. A., & Gallagher, M. (2022). Challenging scripted curricula with adaptive teaching. Educational Researcher, 51(3), 186-196. https://doi.org/10.3102/0013189x211065752

*Rogers, P. M., Marine, J. M., Ives, S. T., Parsons, S. A., Horton, A., & Young, C. (2022). Validity evidence for a formative writing engagement assessment in elementary grades. Assessment in Education: Principles, Policy & Practice, 29(2), 262-284.  https://doi.org/10.1080/0969594X.2022.2054942 

Parsons, S. A. (2022). Approaching current challenges facing the literacy community. Yearbook of the Association of Literacy Educators and Researchers, 43, 1-20. (invited presidential address)

*Seeger, C., Parsons, S. A., & View, J. (2022). The equity-centered adaptations of teachers in high-poverty schools. Education and Urban Society, 54(2), 1027-1051. https://doi.org/10.1177/00131245221076088

*Gallagher, M. A., Parsons, S. A., & Vaughn, M. (2022). Adaptive teaching in mathematics: A review of the literature. Educational Review, 74(2), 298-320.  https://doi.org/10.1080/00131911.2020.1722065  

*Vaughn, M., Wall, A., Scales, R. Q., & Parsons, S. A. (2021). Teacher visioning: A conceptual review of the literature. Teaching and Teacher Education, 108, 1-11. https://doi.org/10.1016/j.tate.2021.103502

*Daoud, N., & Parsons, S. A. (2021). Visioning and hope: A longitudinal study of two teachers from preservice to inservice. Peabody Journal of Education, 96(4), 393-450. https://doi.org/10.1080/0161956X.2021.1965412

*Vaughn, M., Parsons, S. A., & Massey, D. D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(s1), s299-s306. https://doi.org/10.1002/rrq.351 

*Parsons, S. A., Gallagher, M. A., Leggett, A. B., Ives, S. T., & Lague, M. (2020). An analysis of 15 journals’ literacy content, 2007-2016. Journal of Literacy Research, 52(3), 341-367. https://doi.org/10.1177/1086296X20939551

Parsons, S. A. (2020). Stressing engagement in literacy practice. International Reading Association website, Instructional Practices. https://www.literacyworldwide.org/get-resources/instructional-practices/stressing-engagement-in-literacy-pedagogy (invited)

*Ives, S. T., Parsons, S. A., Parsons, A. W., Robertson, D. A., Young, C., Polk, L., & Daoud, N. (2020). Elementary students’ motivation to read and genre preferences. Reading Psychology, 41(7), 660-679. https://doi.org/10.1080/02702711.2020.1783143 

*Ankrum, J., Morewood, A., Parsons, S. A., Vaughn, M., & Parsons, A. W. (2020). Development and implementation of the Adaptive Teaching Observation Protocol (ATOP). Reading Psychology, 41(2), 71-86. https://doi.org/10.1080/02702711.2020.1726845

*Parsons, S. A., Hutchison, A. C., Hall, L., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). U.S. teachers’ perspectives of online professional development. Teaching and Teacher Education, 82, 33-42. https://doi.org/10.1016/j.tate.2019.03.006

*Parsons, A. W., Parsons, S. A., Dodman, S. L., Nuland, L. R., Pierczynski, M., & Ramirez, E. (2019). A literacy professional development initiative in an urban elementary school: Year 2 of a longitudinal design-based study. The Journal of Educational Research, 112(4), 447-462. https://doi.org/10.1080/00220671.2018.1552915

*Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. D., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242. https://doi.org/10.3102/0034654317743198  

– 2019 Review of Research Award from American Educational Research Association

*Parsons, S. A., Malloy, J. A., Parsons, A. W., Peters-Burton, E., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. The Journal of Educational Research, 111(2), 232-245. https://doi.org/10.1080.00220671.2016.1246408

*Parsons, A. W., Parsons, S. A., Malloy, J. A., Marinak, B. A., Reutzel, D. R., Applegate, M. D., Applegate, A. J., Fawson, P. C., & Gambrell, L. B. (2018). Upper elementary students’ motivation to read fiction and nonfiction. Elementary School Journal, 118(3), 505-523. https://doi.org/10.1086/696022

Clinical Practice Commission. (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation (white paper). American Association for Colleges of Teacher Education. https://aacte.org/programs-and-services/clinical-practice-commission/

*Parsons, S. A., Vaughn, M., Malloy, J. A., & Pierczynski, M. (2017). The development of teachers’ visions from pre-service to their first years teaching: A longitudinal study. Teaching and Teacher Education, 64, 12-25. https://doi.org/10.1016/j.tate.2017.01.018

– 2018 Distinguished Research in Teacher Education Award from the Association of Teacher Educators

*Malloy, J. A., Parsons, A. W., Marinak, B. A., Applegate, A. J., Applegate, M. D.., Reutzel, D. R., Parsons, S. A., Fawson, P. C., Roberts, L. D., & Gambrell, L. B. (2017). Assessing (and addressing!) motivation to read fiction and non-fiction. The Reading Teacher, 71(3), 309-325. https://doi.org/10.1001/trtr.1633

*Vaughn, M., Parsons, S. A., Scales, R. Q., & Wall, A. (2017). Envisioning our practice: Examining and interpreting pedagogical visions of four early career teacher educators. The New Educator, 13(3), 251-270. https://doi.org/10.1080/1547688X.2015.1063177

*Vaughn, M., Parsons, S. A., Keyes, C., Puzio, K., & Allen, M. (2017). Contextualizing teacher visioning: A multiple case study of visions and practices. Reflective Practice: International and Multidisciplinary Perspectives, 18(4). https://doi.org/10.1080/14623943.2017.1323731

Parsons, S. A., Ives, S. T., & Parsons, A. W. (2017). Motivating literacy learning with self-determination theory. The Oklahoma Reader, 53(2), 34-41. (invited)

Groth, L. A., Parker, A., Parsons, S. A., Sprague, D., Brown, E. L., Baker, C., & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School-University Partnerships, 10(1), 3-5. (invited because of our program’s Exemplary PDS Program Award)

*Parsons, S. A., Gallagher, M. A., & the George Mason University Content Analysis Team. (2016). A content analysis of nine literacy journals, 2009-2014. Journal of Literacy Research, 48(4), 476-502. https://doi.org/10.1177/1086296X16680053 

*Parsons, A. W., Parsons, S. A., Ankrum, J. W., & Morewood, A. (2016). Barriers to change: Findings from three professional development initiatives. Literacy Research and Instruction, 55(4), 331-352. https://doi.org/10.1080/19388071.2016.1193575

*Irish, C. K., & Parsons, S. A. (2016). Sharing a reading technique with families. The Reading Teacher, 69(6), 607-610. https://doi.org/10.1002/trtr.1411

*Vaughn, M., Parsons, S. A., Gallagher, M., & Branen, J. (2016). Teachers’ adaptive instruction supporting students’ literacy learning. The Reading Teacher, 69(5), 539-547. https://doi.org/10.1002/trtr.1426

*Vaughn, M., & Parsons, S. A. (guest editors). (2016). This issue: Adaptive teaching: Theoretical implications for practice [themed journal issue]. Theory Into Practice, 55(3), 169-171. https://doi.org/10.1080.00405841.2016.1184956

*Vaughn, M., Parsons, S. A., Burrowbridge, S. C., Weesner, J., & Taylor, L. (2016). In their own words: Teachers’ reflections on adaptability. Theory Into Practice, 55(3), 259-266. https://doi.org/10.1080.00405841.2016.1173993

*Parsons, S. A., & Vaughn, M. (2016). Toward adaptability: Where to from here? Theory Into Practice, 55(3), 267-274. https://doi.org/10.1080/00405841.2016.1173998

Parker, A. K., Parsons, S. A., Groth, L., & Brown, E. L. (2016). Pathways to partnership: A developmental framework for building PDS relationships. School-University Partnerships 9(3), 34-48. http://napds.org/wp-content/uploads/2016/10/93-parker.pdf  (invited)

*Parsons, S. A., & Vaughn, M. (2016). One teacher’s instructional adaptations and her students’ reflections on the adaptations. Journal of Classroom Interaction, 51(1), 4-17.

*Parsons, S. A., Parker, A. K., Daoud, N., Bruyning, A., Gallagher, M. & Groth, L. (2016). Striving to enact the professional development school philosophy: George Mason University’s Elementary Education program. The Teacher Educators’ Journal, 9, 136-155.

 

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