Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Elyse Hambacher"'
Autor:
Elyse Hambacher, Justin V. Benna
Publikováno v:
Journal of School Leadership. 32:148-166
In this article, we draw on the literature on trust to examine how elementary school principals make sense of superintendent trustworthiness. We examine trust in the context of the principal–superintendent relationship because it is the “social g
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c6895e2d96624e99357d583e6e15d786
https://doi.org/10.1177/1052684620980357
https://doi.org/10.1177/1052684620980357
Publikováno v:
Multicultural Perspectives. 22:201-209
This reflective narrative explores two university professors and one preservice teacher’s attempts to teach for social justice through justice-oriented children’s literature in an introductory leve...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b41a8c03ce955f24671d28ecbfc2e4b2
https://doi.org/10.1080/15210960.2020.1845175
https://doi.org/10.1080/15210960.2020.1845175
Autor:
Katherine Ginn, Elyse Hambacher
Publikováno v:
Journal of Teacher Education. 72:329-341
In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators’ race-visible efforts in preservice teacher education and inservice teacher professional development.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7dde9c7b21321ef5e45a2d4c82dcaee5
https://doi.org/10.1177/0022487120948045
https://doi.org/10.1177/0022487120948045
Autor:
Elyse Hambacher
Publikováno v:
Proceedings of the 2022 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::92b038bc34274c9f5b3f8494cfec3fca
https://doi.org/10.3102/1881074
https://doi.org/10.3102/1881074
Publikováno v:
Journal of Practitioner Research. 6
This article reports on a collaboration among three teacher educators to facilitate pre-service teacher (PST)s’ equity literacy through a social-justice themed afterschool program for elementary-aged children that was embedded in PSTs’ coursework
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9b051de87966e30ed4ad700e69b07989
https://doi.org/10.5038/2379-9951.6.2.1173
https://doi.org/10.5038/2379-9951.6.2.1173
Autor:
Elyse Hambacher, Dan Lord, Thomas Higginbotham, Beth S. Fornauf, Tom Schram, Kathryn McCurdy, Emilie Mitescu Reagan
Publikováno v:
Teaching and Teacher Education. 80:83-93
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::056081f2e99f046db2bd23e7a80bdeb1
https://doi.org/10.1016/j.tate.2018.12.005
https://doi.org/10.1016/j.tate.2018.12.005
Autor:
Elyse Hambacher
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f698de577083554b78c3f0263524a8b
https://doi.org/10.3102/1572254
https://doi.org/10.3102/1572254
Publikováno v:
Action in Teacher Education. 40:239-252
Despite the wide use of discussion in online courses, the quality of these exchanges varies. In this article, the authors draw on the community of inquiry (CoI) model to inform the design of what w...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afebde579c0df3aec157f1e7c1d2dfc8
https://doi.org/10.1080/01626620.2018.1486753
https://doi.org/10.1080/01626620.2018.1486753
Publikováno v:
Journal of Digital Learning in Teacher Education. 34:151-165
The purpose of this article is to investigate preservice teachers' (PSTs') perceptions about the features that facilitated their learning and engagement in asynchronous online discussions. Particip...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f25bd90db7d386374f597113abe66d95
https://doi.org/10.1080/21532974.2018.1453893
https://doi.org/10.1080/21532974.2018.1453893
Autor:
Elyse Hambacher, Emilie Mitescu Reagan
Publikováno v:
Teaching and Teacher Education. 108:103520
Social justice is prevalent in teacher preparation and encompasses a large body of conceptual and empirical literature. In this manuscript, we provide an overview of theories of justice in teacher preparation, and we review 125 empirical articles pub
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0117da58d0ff05190ecb81ef51618448
https://doi.org/10.1016/j.tate.2021.103520
https://doi.org/10.1016/j.tate.2021.103520