Annela Teemant
Biographic Data
| ID | 1584147 |
|---|---|
| NAME | Annela Teemant |
| GIVEN NAMES | Annela |
| FAMILY NAME | Teemant |
| SIGNATURE | TEEMANT A |
| AFFILIATIONS | Indiana University – Purdue University Indianapolis |
| ORCID | 0000-0002-8044-6672 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Families as School Citizens
Families have been recognized a key element of schools, and models have been developed to aid schools in involving them. Yet, families are not monolithic, and more needs to be understood about how different families position themselves relative to formal schooling. In this article, we explore this phenomenon by analyzing family and educator responses to an open-ended survey collected in a suburban school district. To make sense of these family’s …
Critical Sociocultural Coaching
Drawing on critical sociocultural perspectives, the Enduring Principles of Learning (EPL) framework can improve the quality of general education environments for multilingual learners of English (MLLE). Using a quasi-experimental design (control groups, N = 36; 21 coached), elementary teachers participated in a 30-h EPL summer institute and seven coaching cycles. Correlational findings show how each EPL contributes to and predicts English Languag…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
A critical sociocultural turn in deaf education
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Tensions in school context and teacher praxis in equity-oriented professional learning
Effective Teachers of Multilingual Learners
This convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and op…
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
Quality content teaching for multilingual students
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
Ways of interacting
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers ( N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use of five research-based principles of learning—the Standards for Effective Pedagogy—for teaching dive…
Development and validation of a measure of Critical Stance for instructional coaching
Effects of coaching on teacher use of sociocultural instructional practices
Principles and Practices of Sociocultural Assessment
Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This a…
Development and validation of a measure of Critical Stance for instructional coaching
Effects of coaching on teacher use of sociocultural instructional practices
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers ( N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use of five research-based principles of learning—the Standards for Effective Pedagogy—for teaching dive…
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
A critical sociocultural turn in deaf education
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Tensions in school context and teacher praxis in equity-oriented professional learning
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
Quality content teaching for multilingual students
Principles and Practices of Sociocultural Assessment
Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This a…
Principles and Practices of Sociocultural Assessment
Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This a…
Effects of coaching on teacher use of sociocultural instructional practices
Development and validation of a measure of Critical Stance for instructional coaching
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers ( N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use of five research-based principles of learning—the Standards for Effective Pedagogy—for teaching dive…
Ways of interacting
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
Quality content teaching for multilingual students
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
A critical sociocultural turn in deaf education
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Tensions in school context and teacher praxis in equity-oriented professional learning
Effective Teachers of Multilingual Learners
This convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and op…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Families as School Citizens
Families have been recognized a key element of schools, and models have been developed to aid schools in involving them. Yet, families are not monolithic, and more needs to be understood about how different families position themselves relative to formal schooling. In this article, we explore this phenomenon by analyzing family and educator responses to an open-ended survey collected in a suburban school district. To make sense of these family’s …
Critical Sociocultural Coaching
Drawing on critical sociocultural perspectives, the Enduring Principles of Learning (EPL) framework can improve the quality of general education environments for multilingual learners of English (MLLE). Using a quasi-experimental design (control groups, N = 36; 21 coached), elementary teachers participated in a 30-h EPL summer institute and seven coaching cycles. Correlational findings show how each EPL contributes to and predicts English Languag…
Psychology (12 works) · Pedagogy (11 works) · Sociology (11 works) · Teacher Education and Leadership Studies (10 works) · Mathematics education (9 works) · Sociocultural evolution (8 works) · Coaching (7 works) · EFL/ESL Teaching and Learning (6 works) · Computer Science (5 works) · Multilingual Education and Policy (5 works)