Jeremy Glazer
Datos Biográficos
| ID | 6507874 |
|---|---|
| NOMBRE | Jeremy Glazer |
| NOMBRES | Jeremy |
| APELLIDO | Glazer |
| FIRMA | GLAZER J |
| AFILIACIONES | Rowan University |
| ORCID | 0000-0003-0116-6881 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Regress instead of progress
This paper reports on a qualitative study which investigated teachers’ explanations for changes to their practice over time. In this study, semi-structured interviews were conducted with 12 teachers from two states in the Northeastern United States of America, asking them to reflect on changes to their practice. These teachers were mostly dissatisfied with the ways their teaching had changed. Teachers’ explanations for these changes focused on th…
Teacher expertise isn’t enough
In recent research with classroom teachers on their personal pedagogical trajectories, Jeremy Glazer found teachers expressing concerns that their teaching practice was getting worse and they were not able to do the best teaching they knew how to do. The accounts of these teachers suggest that, when thinking about strategies for improving teachers’ practice, education leaders need to expand their focus beyond the knowledge, skills, and experience…
A devil’s bargain
This qualitative study explores the ethical dilemmas felt by teachers as they transferred from hard-to-staff to easy-to-staff schools within a large urban school district. According to these teachers’ accounts, many were motivated by a notion of craft conscience and felt a professional responsibility to leave schools where they were prevented from successfully practicing good teaching. At the same time, these teachers felt an obligation to the st…
Continuity and Change? Reading Young Adult Literature Through a Technology‐Focused Critical Lens
This article offers a way to leverage young adult literature in guiding students to consider the meanings of continuity and change within their own development. Borrowing theories of change from the evolutionary sciences, we developed a critical lens focusing on the role of technology in young adult literature. Based on a comprehensive review of Michael L. Printz Award and Honor titles and YALSA Teens’ Top Ten books from the past two decades, we …
The well-worn path
The schools teachers choose
One way to identify good schools is to look for the schools where teachers want to work. Jeremy Glazer interviewed teachers in one large urban school district who moved from hard-to-staff schools to some of the district’s most desirable schools, asking what motivated their moves and why the schools they sought out were attractive to them. These interviews offer three lessons that can help guide efforts to make more good schools for all our nation…
Tales out of school
Learning from those who no longer teach
Learning from those who no longer teach
The schools teachers choose
One way to identify good schools is to look for the schools where teachers want to work. Jeremy Glazer interviewed teachers in one large urban school district who moved from hard-to-staff schools to some of the district’s most desirable schools, asking what motivated their moves and why the schools they sought out were attractive to them. These interviews offer three lessons that can help guide efforts to make more good schools for all our nation…
Tales out of school
Continuity and Change? Reading Young Adult Literature Through a Technology‐Focused Critical Lens
This article offers a way to leverage young adult literature in guiding students to consider the meanings of continuity and change within their own development. Borrowing theories of change from the evolutionary sciences, we developed a critical lens focusing on the role of technology in young adult literature. Based on a comprehensive review of Michael L. Printz Award and Honor titles and YALSA Teens’ Top Ten books from the past two decades, we …
The well-worn path
A devil’s bargain
This qualitative study explores the ethical dilemmas felt by teachers as they transferred from hard-to-staff to easy-to-staff schools within a large urban school district. According to these teachers’ accounts, many were motivated by a notion of craft conscience and felt a professional responsibility to leave schools where they were prevented from successfully practicing good teaching. At the same time, these teachers felt an obligation to the st…
Teacher expertise isn’t enough
In recent research with classroom teachers on their personal pedagogical trajectories, Jeremy Glazer found teachers expressing concerns that their teaching practice was getting worse and they were not able to do the best teaching they knew how to do. The accounts of these teachers suggest that, when thinking about strategies for improving teachers’ practice, education leaders need to expand their focus beyond the knowledge, skills, and experience…
Regress instead of progress
This paper reports on a qualitative study which investigated teachers’ explanations for changes to their practice over time. In this study, semi-structured interviews were conducted with 12 teachers from two states in the Northeastern United States of America, asking them to reflect on changes to their practice. These teachers were mostly dissatisfied with the ways their teaching had changed. Teachers’ explanations for these changes focused on th…
Psychology (8 obras) · Pedagogy (7 obras) · Mathematics education (6 obras) · Teacher Education and Leadership Studies (6 obras) · Sociology (5 obras) · Political science (4 obras) · Education Systems and Policy (3 obras) · Certification (2 obras) · Computer Science (2 obras) · Medicine (2 obras)