Seth Parsons

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

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Seth Parsons is a Professor in the Sturtevant Center for Literacy in the College of Education and Human Development at George Mason University, where he teaches courses in Elementary Education, Literacy, and Research Methods. His research focuses on literacy motivation and engagement, adaptive and responsive teaching, and teacher education.

His current research includes three major strands of work conducted in close collaboration with colleagues, doctoral students, and school partners. First, as part of an ongoing research-practice partnership with Prince William County Public Schools, he is studying the implementation and impact of high-quality instructional materials (HQIM) in elementary English language arts, with particular attention to instructional practice, implementation conditions, and student literacy outcomes. Second, he leads an ongoing program of research on writing motivation and engagement across the K–16 span, examining how motivation and engagement are conceptualized, measured, and related to students’ writing experiences and performance. Third, he is leading a comprehensive synthesis of research on reading motivation and engagement, with the goal of advancing understanding of these constructs and their implications for literacy instruction and research.

Before beginning his doctoral studies, which he completed in 2008, Dr. Parsons was an elementary classroom teacher in North Carolina. He currently serves as co-editor of the Journal of Literacy Research, associate editor of Reading & Writing Quarterly, and executive editor for cognition and motivation at The Journal of Educational Research. He has held numerous leadership roles in literacy and educational research and is a past president of the Association of Literacy Educators and Researchers (ALER) and the Greater Washington Reading Council.

Dr. Parsons’s scholarship has received several national honors. He and his colleagues received the American Educational Research Association’s Review of Research Award for their synthesis of research on adaptive teaching and the Association of Teacher Educators Distinguished Research in Teacher Education Award for their longitudinal study of teachers’ visions. His other honors include ALER’s Laureate Award and Jerry Johns Promising Researcher Award, recognition as a Phi Delta Kappa International Emerging Leader and Association of Teacher Educators Clinical Practice Fellow, and George Mason University’s Teacher of Distinction recognition.

Reading and Writing

Motivation and Engagement

Adaptive Teaching

Teacher Education and Development

School-University Partnerships

*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.

 

• Elizabeth G. Sturtevant, PhD, Center for Literacy
• Elementary Education PK-6
• PhD in Education
• Educational Psychology
• Interdisciplinary Center for Research and Development in Teacher Education

• Advanced Internship in Education (EDUC - 994)
• Doctoral Dissertation Proposal (EDUC - 998)

• Assessment and Differentiation (EDCI 545)
• Integrating Technology in Elementary Classrooms: Literacy (EDCI 546)
• Literacy Teaching and Learning in Diverse Elementary Classrooms I (EDCI 555)
• Literacy Teaching and Learning in Diverse Elementary Classrooms II (EDCI 556)
• Research and Assessment in Elementary Education (EDCI 559)
• Internship in Education (EDCI 790)
• Directed Inquiry in Educational Psychology (EDEP 798)
• Teaching, Learning, and Cognition (EDEP 820)
• Research Project: Analyzing your Data and Disseminating Findings (EDEP 824)
• Professional Development in Elementary, Literacy, and Secondary Education (EDPD 502)
• Literacy Assessments and Interventions for Individuals (EDRD 633)
• School-Based Inquiry in Literacy (EDRD 635)
• Supervised Literacy Practicum (EDRD 637)
• Advanced Topics in Education (EDRD 797)
• Advanced Foundations of Literacy Education (EDRD 829)
• Theory, Research, and Practice in Literacy: Birth through Middle Childhood (EDRD 830)
• Theory, Research, and Practice in Literacy: Early Adolescence through Young Adulthood (EDRD 831)
• Research Methodologies and Trends in Literacy (EDRD 832)
• Research in Reading Motivation (EDRD 834)
• Problems and Methods in Education Research (EDRS 810)
• Foundations of Education (EDUC 542)
• Doctoral Internship in Education (EDUC 890)
• Special Topics in Education (EDUC 896)
• Independent Study for the Doctor of Philosophy in Education (EDUC 897)
• Doctoral Dissertation Research (EDUC 999)
• Emergent and Early Literacy (ELED 410)
• Writing Development, Processes and Pedagogy (ELED 412)
• Cambridge Schools Experience (ELED 458)
• Teaching All Children to Read, PreK-Elementary School (ELED 555)
• Teaching All Children to Write, PreK-Elementary School (ELED 556)
• Cambridge Schools Experience (ELED 558)
• Research and Assessment in Elementary Education (ELED 559)