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Publications (16)
To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying t...
Discussions ought to be a core practice in social studies education (Kavanagh et al., 2019) given their potential to promote positive academic outcomes and develop future citizens (e.g., Hess & McCavoy, 2015). However, teachers often avoid enacting discussions because they lack the facilitation skills or conflate them with other forms of classroom...
Understanding how and why teachers make decisions about pedagogical practice is crucial for effective design of teacher training and professional development. Research on teacher motivation and practice has found associations between different motivational constructs (e.g., task value, self-efficacy, mastery achievement goals, autonomous regulation...
The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements origi...
Stemming from a problem of practice in the author’s justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the ‘problem of enactment’ of leveraging that learning in their practice. Drawing on a theoretical framework linking...
This dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces inequ...
Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to...
By definition, American history textbooks have no business contemplating the years to come. A crude definition of history would limit the range of inquiry backwards in time, to the past. After all, is it not true that most history textbooks are simply a "miscellaneous collection of names, dates, and facts" about the past?1 Further, many historians...
