Michelle Kwok
Datos Biográficos
| ID | 2348428 |
|---|---|
| NOMBRE | Michelle Kwok |
| NOMBRES | Michelle |
| APELLIDO | Kwok |
| FIRMA | KWOK M |
| AFILIACIONES | Texas A&M University |
| ORCID | 0000-0002-2406-6835 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Forced into the hinges
The authors examine the narrative experiences of three elementary school teachers as they navigate the tensions between their stories of curriculum and emotion. Using a narrative inquiry approach, the authors discovered that these teachers’ experiences could be described through the metaphor of a door hinge. This hinge presented two sides of the teachers: one where they felt frustrated and trapped by the curriculum stories given to them, and anot…
Dialogism in Preservice Teachers’ Rationale of Diverse Texts
Situated within the current sociopolitical landscape of increasing book bans and educational censorship, this study explores how preservice teachers select and advocate for culturally diverse texts within a multicultural children's literature course in Texas. Drawing on Bakhtin's theory of dialogism, the authors analyzed 81 caregiver letters wherein PSTs selected a culturally diverse text for instruction and invited imagined family audiences to e…
Tutoring the Tutors
Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for high-quality instructional materials for tutor professional development. Research Design: The modules…
Exploring emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers
This exploratory case study examined a two-week, ethics-integrated AI literacy module for preservice teachers ( n = 29) in a required technology-integration course. Five standards-aligned activities were mapped to AI-TPACK (AI-TK, AI-TPK, AI-TCK, AI-CK, ethics) and AI-literacy dimensions (know, use, evaluate, ethical awareness, create). Analysis of reflections, tool-audit rubrics, lesson plans, and surveys revealed five patterns: (1) rapid gains …
Clinical Teaching Learning Trajectory
Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers’ (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine separate skills. We quantize these feedback codes to identify the variation in the presence of these co…
Preservice Teachers' Conceptualizations of Equity and Equality
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and e…
Dispelling Deficit Framing
Our study explored preservice teacher beliefs about enacting culturally relevant literacy instructions in their future classrooms. We surveyed PSTs from one teacher education programme across three cohorts, with one cohort completing both pre- and post-survey responses. Engaging in constant comparative analysis of PSTs’ beliefs about the intersection of student diversity and literacy instruction revealed perspectives along a continuum between equ…
Pre-service teachers’ motivations to enter the profession
In this large-scale qualitative study, we use an emergent design to explore pre-service teachers’ (PST) motivations to enter the profession. We open-code 2,798 PSTs responses to the directive, ‘Explain why you decided to become a teacher’, given over the course of a six-year period from one large Texas teacher preparation programme. Using constant comparative analysis, we identified three categories of motivation into the teaching profession: alt…
Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching
This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instructio…
STEM words and their multiple meanings
Shared understanding is often achieved in communication interactions at the point in which the participants come to an agreement upon meaning. Without shared meaning, misunderstandings can lead to a breakdown in communication, and possibly failure on collaborative tasks. The purpose of the present study was to examine how students, preservice, and in-service teachers used different strategies to attempt to reach shared meaning during a spatial vi…
Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching
This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instructio…
Preservice Teachers' Conceptualizations of Equity and Equality
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and e…
STEM words and their multiple meanings
Shared understanding is often achieved in communication interactions at the point in which the participants come to an agreement upon meaning. Without shared meaning, misunderstandings can lead to a breakdown in communication, and possibly failure on collaborative tasks. The purpose of the present study was to examine how students, preservice, and in-service teachers used different strategies to attempt to reach shared meaning during a spatial vi…
Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching
This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instructio…
Pre-service teachers’ motivations to enter the profession
In this large-scale qualitative study, we use an emergent design to explore pre-service teachers’ (PST) motivations to enter the profession. We open-code 2,798 PSTs responses to the directive, ‘Explain why you decided to become a teacher’, given over the course of a six-year period from one large Texas teacher preparation programme. Using constant comparative analysis, we identified three categories of motivation into the teaching profession: alt…
Dispelling Deficit Framing
Our study explored preservice teacher beliefs about enacting culturally relevant literacy instructions in their future classrooms. We surveyed PSTs from one teacher education programme across three cohorts, with one cohort completing both pre- and post-survey responses. Engaging in constant comparative analysis of PSTs’ beliefs about the intersection of student diversity and literacy instruction revealed perspectives along a continuum between equ…
Tutoring the Tutors
Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for high-quality instructional materials for tutor professional development. Research Design: The modules…
Exploring emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers
This exploratory case study examined a two-week, ethics-integrated AI literacy module for preservice teachers ( n = 29) in a required technology-integration course. Five standards-aligned activities were mapped to AI-TPACK (AI-TK, AI-TPK, AI-TCK, AI-CK, ethics) and AI-literacy dimensions (know, use, evaluate, ethical awareness, create). Analysis of reflections, tool-audit rubrics, lesson plans, and surveys revealed five patterns: (1) rapid gains …
Clinical Teaching Learning Trajectory
Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers’ (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine separate skills. We quantize these feedback codes to identify the variation in the presence of these co…
Preservice Teachers' Conceptualizations of Equity and Equality
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and e…
Forced into the hinges
The authors examine the narrative experiences of three elementary school teachers as they navigate the tensions between their stories of curriculum and emotion. Using a narrative inquiry approach, the authors discovered that these teachers’ experiences could be described through the metaphor of a door hinge. This hinge presented two sides of the teachers: one where they felt frustrated and trapped by the curriculum stories given to them, and anot…
Dialogism in Preservice Teachers’ Rationale of Diverse Texts
Situated within the current sociopolitical landscape of increasing book bans and educational censorship, this study explores how preservice teachers select and advocate for culturally diverse texts within a multicultural children's literature course in Texas. Drawing on Bakhtin's theory of dialogism, the authors analyzed 81 caregiver letters wherein PSTs selected a culturally diverse text for instruction and invited imagined family audiences to e…
Psychology (6 obras) · Teacher education (6 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Sociology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Computer Science (3 obras) · Critical Race Theory in Education (3 obras) · Literacy (3 obras) · Cultural diversity (2 obras)