Kristien Zenkov
Biographic Data
| ID | 123382 |
|---|---|
| NAME | Kristien Zenkov |
| GIVEN NAMES | Kristien |
| FAMILY NAME | Zenkov |
| SIGNATURE | ZENKOV K |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0001-5265-5568 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 9 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Perceptions of Mentors, Supervisors, Coaches, and Administrators Around Supporting Pre- and In-Service Teachers in Educating Students with Disabilities
The Inquiry Initiative and “Opportunity Gaps”
A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities
Adding the “T” to the “Pack” in Clinical Experiences
As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and …
Preparing School-Based Teacher Educators
Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professio…
Thank You to Guest Reviewers
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
How Could It Happen? Learning From Adolescents as They Engage Critical Literacy Skills of History
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Building Literacy Partnerships Across District and Institutional Boundaries
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
Partnership Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Power and Citizenship Through Youth‐Centered Project‐Based Clinical Practice
“Partnerships in/as/for Literacies” explores the idea that literacies are as much evolving processes as they are static contents. Co‐authored by university‐ and school‐based teachers and teacher educators, pre‐service teachers, and youths, columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking, and listening), other notions and concepts of literacy, and literacy pedagogies are best developed and complicat…
Critical Partnerships in Literacy
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Partnership Literacies in a Writing Methods Course
People, Places, and Perspectives
Partnership Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Our Literacies In/Justice
The Partnerships Literacies column explores the idea that literacies are as much evolving processes as they are static contents. Coauthored by university‐ and school‐based teachers and teacher educators, preservice teachers, and youths, the columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking, and listening) and other notions and concepts of literacy are best developed through context‐crossing partnersh…
Boundary- and Border-Spanning Collaborations of Educators and Youths
In this article, the authors report on what began as a series of rather desperate English teacher acts: The authors implemented a youth participatory action research photovoice research project with adolescents in a range of diverse communities that were united by young adults' detachment from their writing processes and products and from their literacy development. This intervention-oriented study had roots in notions of multimodal literacy and …
Partnership in/as/for Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Writing Our Identities Together
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Picturing Kids and “Kids” as Researchers
In this article, the authors—a team of veteran and preservice teacher educators and teachers—describe the results of a photovoice, Youth Participatory Action Research (YPAR) study that positioned diverse adolescents as researchers to explore these youths’, teachers’, and teacher educators’ perspectives on school and literacy pedagogies. We have examined how photo elicitation activities allow English Language Learning (ELL) youth to document their…
Picturing Culturally Relevant Literacy Practices
This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, …
Picturing a Writing Process
In response to a thirty‐year pattern of elevated high school dropout rates and a multi‐generational disengagement from traditional school‐based literacy practices among urban community members, the project on which this article reports asked a group of city students to document photographically what they perceived as the purposes of, impediments to, and supports for their school success. Grounded in “New Literacy” and visual sociology traditions,…
Seeing the Pedagogies, Practices, and Programs Urban Students Want
Discussions of school and teacher quality now occur regularly in the United States: The ways in which teachers are licensed and assessed are frequently subjects of heated debates. Most concepts of teacher and school effectiveness focus narrowly on educators' subject area proficiency and students' performance on high-stakes assessments. Missing in most of these discussions are the voices of diverse city youth, who might suggest teacher traits and …
This Issue
Picturing Culturally Relevant Literacy Practices
This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, …
Seeing the Pedagogies, Practices, and Programs Urban Students Want
Discussions of school and teacher quality now occur regularly in the United States: The ways in which teachers are licensed and assessed are frequently subjects of heated debates. Most concepts of teacher and school effectiveness focus narrowly on educators' subject area proficiency and students' performance on high-stakes assessments. Missing in most of these discussions are the voices of diverse city youth, who might suggest teacher traits and …
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
Preparing School-Based Teacher Educators
Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professio…
Picturing Kids and “Kids” as Researchers
In this article, the authors—a team of veteran and preservice teacher educators and teachers—describe the results of a photovoice, Youth Participatory Action Research (YPAR) study that positioned diverse adolescents as researchers to explore these youths’, teachers’, and teacher educators’ perspectives on school and literacy pedagogies. We have examined how photo elicitation activities allow English Language Learning (ELL) youth to document their…
Picture This
The high school dropout crisis in diverse urban communities in the United States is evidence of an endemic disengagement from formal education. The project on which this essay reports utilized visual sociology methods to explore city students' perceptions of schools' purposes, as well as the supports for and impediments to their school success. Students' photographs and reflections provide insights into the school structures, teacher roles, and i…
Picture This
The high school dropout crisis in diverse urban communities in the United States is evidence of an endemic disengagement from formal education. The project on which this essay reports utilized visual sociology methods to explore city students' perceptions of schools' purposes, as well as the supports for and impediments to their school success. Students' photographs and reflections provide insights into the school structures, teacher roles, and i…
Picturing a Writing Process
In response to a thirty‐year pattern of elevated high school dropout rates and a multi‐generational disengagement from traditional school‐based literacy practices among urban community members, the project on which this article reports asked a group of city students to document photographically what they perceived as the purposes of, impediments to, and supports for their school success. Grounded in “New Literacy” and visual sociology traditions,…
Seeing the Pedagogies, Practices, and Programs Urban Students Want
Discussions of school and teacher quality now occur regularly in the United States: The ways in which teachers are licensed and assessed are frequently subjects of heated debates. Most concepts of teacher and school effectiveness focus narrowly on educators' subject area proficiency and students' performance on high-stakes assessments. Missing in most of these discussions are the voices of diverse city youth, who might suggest teacher traits and …
This Issue
Picturing Culturally Relevant Literacy Practices
This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, …
Picturing Kids and “Kids” as Researchers
In this article, the authors—a team of veteran and preservice teacher educators and teachers—describe the results of a photovoice, Youth Participatory Action Research (YPAR) study that positioned diverse adolescents as researchers to explore these youths’, teachers’, and teacher educators’ perspectives on school and literacy pedagogies. We have examined how photo elicitation activities allow English Language Learning (ELL) youth to document their…
Our Literacies In/Justice
The Partnerships Literacies column explores the idea that literacies are as much evolving processes as they are static contents. Coauthored by university‐ and school‐based teachers and teacher educators, preservice teachers, and youths, the columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking, and listening) and other notions and concepts of literacy are best developed through context‐crossing partnersh…
Boundary- and Border-Spanning Collaborations of Educators and Youths
In this article, the authors report on what began as a series of rather desperate English teacher acts: The authors implemented a youth participatory action research photovoice research project with adolescents in a range of diverse communities that were united by young adults' detachment from their writing processes and products and from their literacy development. This intervention-oriented study had roots in notions of multimodal literacy and …
Partnership in/as/for Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Writing Our Identities Together
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Partnership Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Power and Citizenship Through Youth‐Centered Project‐Based Clinical Practice
“Partnerships in/as/for Literacies” explores the idea that literacies are as much evolving processes as they are static contents. Co‐authored by university‐ and school‐based teachers and teacher educators, pre‐service teachers, and youths, columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking, and listening), other notions and concepts of literacy, and literacy pedagogies are best developed and complicat…
Critical Partnerships in Literacy
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Partnership Literacies in a Writing Methods Course
People, Places, and Perspectives
Partnership Literacies
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
How Could It Happen? Learning From Adolescents as They Engage Critical Literacy Skills of History
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Building Literacy Partnerships Across District and Institutional Boundaries
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
Thank You to Guest Reviewers
Adding the “T” to the “Pack” in Clinical Experiences
As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and …
Preparing School-Based Teacher Educators
Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professio…
A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities
The Inquiry Initiative and “Opportunity Gaps”
Psychology (23 works) · Pedagogy (21 works) · Sociology (21 works) · Mathematics education (18 works) · Literacy (12 works) · Literacy, Media, and Education (12 works) · Political science (12 works) · Teacher Education and Leadership Studies (11 works) · Computer Science (7 works) · Context (archaeology (7 works)