A5035012054- Educational Strategies and Epistemologies
- Education and Critical Thinking Development
- Teacher Education and Leadership Studies
- Educator Training and Historical Pedagogy
- Reading and Literacy Development
- Family and Disability Support Research
- Early Childhood Education and Development
- Multilingual Education and Policy
- Education Systems and Policy
- Counseling Practices and Supervision
- Child Abuse and Trauma
- Educational Assessment and Improvement
- Interprofessional Education and Collaboration
- Parental Involvement in Education
- Educational and Psychological Assessments
- Educational Assessment and Pedagogy
- Innovative Teaching and Learning Methods
- Nursing Roles and Practices
- Mindfulness and Compassion Interventions
- Global Educational Policies and Reforms
- Educational Theory and Curriculum Studies
- Resilience and Mental Health
- COVID-19 and Mental Health
- Social Work Education and Practice
- Youth Development and Social Support
University of Vermont
2009-2023
University at Albany, State University of New York
1999
Relationships between teacher epistemology, classroom interactions, and related student epistemologies identities were studied in 4 cases, detailing the links teachers' epistemological stances those of their students by interview data discourse analysis. Classroom discourse, orchestrated teacher, likely mediates many associations documented here.
In this paper we trace the use of a “consensus” white as part successful educational advocacy campaign that reframed early literacy policies in two states. addition contrast specific instructional recommendations offered with findings program research was purportedly “synthesized” developing recommendations. The policy lever is considered from both “agenda-setting” and “political expertise” frameworks.
In this study we examined process approaches to writing in the classrooms of 11 teachers with 4 orientations teaching and learning. Using observational interview data, student work samples, classroom artifacts, case composites were generated fifth-grade who used members belief clusters. Cross-case analysis was conducted using 6 dimensions instruction. All engaged students recursive steps writing, but there significant variability other aspects their programs. Epistemological beliefs about...
This article addresses one of the fundamental flaws No Child Left Behind (NCLB): disconnect it creates between lived culture schools and inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses promoting specific "scientifically-based" components teaching reading (phonemic awareness, phonics, fluency, vocabulary, text comprehension instruction). The data reported in is based qualitative case study...
Among school-age children, there is a high prevalence of trauma-related mental health needs across child welfare, health, and education settings. The purpose this manuscript to describe an interprofessional graduate course which aims build capacity among community providers improve well-being for children families. Specifically, it the goal Academy increase number professionals professions who enter field equipped effectively support strengths complex youth, families have been adversely...
This article explores the complex process of school change over a six‐year period in one high‐poverty, urban elementary northeastern city United States. The included this instrumental case study was identified by its State Department Education as “being need improvement” March 2000. Findings suggest that creating opportunities for context‐based solutions, curricular coherence, and responsive consistent coaching were necessary means leveraging at school. Further, responding to layers...
This case study describes how a high-poverty, linguistically and culturally diverse elementary school came to embed mindfulness in its curriculum what adults perceived be the outcomes of program on students’ well-being. qualitative is based 25 interviews with teachers, administrators, community members; classroom observations; relevant documents. Participants indicated that practicing improved student well-being through greater self-awareness increased ability articulate their emotions...
In this paper we trace the use of a "consensus" white as part successful educational advocacy campaign that reframed early literacy policies in two states. addition contrast specific instructional recommendations offered with findings program research was purportedly "synthesized" developing recommendations. The policy lever is considered from both "agenda-setting" and "political expertise" frameworks.
According to United Nations International Children's Emergency Fund (UNICEF), the devastation caused by global COVID-19 pandemic has elevated teacher turnover crisis one of most harrowing issues facing our society. Stress and burnout among school professionals have reached new highs, resulting in a need better understand individual contextual factors that can ameliorate stress improve well-being resilience. Using relationship-based framework resilience, this study shifts gaze from toward...