Sarah Schneider Kavanagh
Datos Biográficos
| ID | 135201 |
|---|---|
| NOMBRE | Sarah Schneider Kavanagh |
| NOMBRES | Sarah Schneider |
| APELLIDO | Kavanagh |
| FIRMA | KAVANAGH S S |
| AFILIACIONES | California University of Pennsylvania |
| ORCID | 0000-0002-6645-3542 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 207 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Learning to let go
While teacher education researchers debate whether organizing teacher learning opportunities around practices sidelines pedagogical reasoning, limited empirical research has investigated this concern. Using video stimulated recall interviews (VSRI) with grades 4–8 literacy teachers across their engagement in a two-year, practice-based, professional development (PBPD) program focused on facilitating text-based discussions, this study investigates …
‘Someone else in the universe is trying to teach you’
This article examines how teachers at one elementary school made sense of their instructional practice after their school adopted a personalized learning platform for teaching mathematics. Data includes interviews (n = 21) with 12 teachers and administrators as well as recordings of 18 hours of professional learning sessions. The study investigates how teachers’ perceptions of their instructional practice shifted as their interactions with studen…
Elementary teachers' conceptualizations of classroom discussions across content areas
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Practicing inquiry
The promise of the project to student-centered learning
Practice-based coaching for project-based teaching
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Core practices for project-based learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos wer…
Toward Nonbinary Theories of Practice in Teacher Education Research
This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both h…
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Practicing Justice, Justifying Practice
Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based,…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Learning to facilitate discussions
Evidence of emergent practice
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Teaching content in practice
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
From rote to reasoned
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Facilitating Whole-Class Discussions in History
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Preparing Mainstream Classroom Teachers of English Learner Students
Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose a framework of adaptive expertise that highlights scaffolding instructional practice while simultane…
Learning to Support Adolescent Literacy
Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers’ literacy teaching. We conducted video analyses of teacher education coursework and novice teachers’ classroom …
From Contagious to Resilient and Beyond
This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a socia…
Core Practices and Pedagogies of Teacher Education
Currently, the field of teacher education is undergoing a major shift-a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
From rote to reasoned
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Facilitating Whole-Class Discussions in History
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Practicing Justice, Justifying Practice
Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based,…
Evidence of emergent practice
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Learning to Support Adolescent Literacy
Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers’ literacy teaching. We conducted video analyses of teacher education coursework and novice teachers’ classroom …
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Preparing Mainstream Classroom Teachers of English Learner Students
Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose a framework of adaptive expertise that highlights scaffolding instructional practice while simultane…
Toward Nonbinary Theories of Practice in Teacher Education Research
This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both h…
Teaching content in practice
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
Learning to facilitate discussions
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
From Contagious to Resilient and Beyond
This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a socia…
Practicing inquiry
Practice-based coaching for project-based teaching
Core practices for project-based learning
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Core Practices and Pedagogies of Teacher Education
Currently, the field of teacher education is undergoing a major shift-a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we…
From Contagious to Resilient and Beyond
This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a socia…
Learning to Support Adolescent Literacy
Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers’ literacy teaching. We conducted video analyses of teacher education coursework and novice teachers’ classroom …
Facilitating Whole-Class Discussions in History
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Preparing Mainstream Classroom Teachers of English Learner Students
Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose a framework of adaptive expertise that highlights scaffolding instructional practice while simultane…
Learning to facilitate discussions
Evidence of emergent practice
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Teaching content in practice
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
From rote to reasoned
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Practicing Justice, Justifying Practice
Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based,…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos wer…
Toward Nonbinary Theories of Practice in Teacher Education Research
This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both h…
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Practice-based coaching for project-based teaching
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Core practices for project-based learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Practicing inquiry
The promise of the project to student-centered learning
‘Someone else in the universe is trying to teach you’
This article examines how teachers at one elementary school made sense of their instructional practice after their school adopted a personalized learning platform for teaching mathematics. Data includes interviews (n = 21) with 12 teachers and administrators as well as recordings of 18 hours of professional learning sessions. The study investigates how teachers’ perceptions of their instructional practice shifted as their interactions with studen…
Elementary teachers' conceptualizations of classroom discussions across content areas
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Pedagogy (23 obras) · Psychology (23 obras) · Mathematics education (22 obras) · Teacher Education and Leadership Studies (16 obras) · Sociology (14 obras) · Teacher education (14 obras) · Educator Training and Historical Pedagogy (12 obras) · Computer Science (9 obras) · Political science (8 obras) · Teaching method (7 obras)