Dorothea Anagnostopoulos
Biographic Data
| ID | 1240090 |
|---|---|
| NAME | Dorothea Anagnostopoulos |
| GIVEN NAMES | Dorothea |
| FAMILY NAME | Anagnostopoulos |
| SIGNATURE | ANAGNOSTOPOULOS D |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 61 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
Environmental Service Learning as University-Community Partnership
Service learning has many documented benefits for students. The benefits to the communities are less clear. This study examines the unfolding of an environmental service-learning partnership from the perspective of one participating community liaison. We examine a new model of university-community engagement, where undergraduate students are paired with a local community to address environmental issues in courses that focus on adaptation and miti…
The development of ambitious instruction
Contesting quality teaching
This Issue
Argumentation in Educational Policy Disputes
Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these arguments, focusing specifically on how policymakers and educators justify and critique prominent test-b…
Forum
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified andtested new variables for examining writing’s relationship to learning and development. EightyCWPA members helped to establish a consensus model of 27 effective writing practices. EightyUS baccalaureate institutions appended questions to the NSSE instrument based on these 27pra…
Of course we’re supposed to move on, but then you still got people who are not over those historical wounds’
Polls indicate that US youth are more racially diverse, and more tolerant of diversity, than were previous generations. Yet recent research documents the rise of a ‘new racism’ discourse among white US youth. The present study extends this research by examining the discursive strategies US youth employ as they talk about race in a multi-racial high school classroom. Using discourse historical analysis, the authors argue that US youth’s race talk …
Recognition, responsibility, and risk
The multidimensionality of multicultural service learning
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
Bridging the University-School Divide
Research on teacher learning consistently documents the disjuncture between the practices beginning teachers encounter in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. As preservice teachers enter teaching, they gravitate toward conventional K-12 practices, dismissing those endorsed by the university as impractical. In this article, the authors delineate the concept of horiz…
Real Students”and “True Demotes”
Merit promotion policies that require students to post passing scores on standardized tests or be retained in grade have become widespread. In this study, the author used a cultural sociological perspective to examine how teachers and students at two urban high schools enacted a district-wide merit promotion policy. Findings indicate that rather than compelling teachers and students to remedy school failure academically, the policy facilitated a …
Testing and Student Engagement with Literature in Urban Classrooms
Though high-stakes testing currently dominates educational policy, few studies examine the consequences of such testing for the teaching and learning of literature in secondary English classrooms. This study takes a multi-layered approach to specify how a high-stakes exam positioned students as readers of literary texts
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
Bridging the University-School Divide
Research on teacher learning consistently documents the disjuncture between the practices beginning teachers encounter in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. As preservice teachers enter teaching, they gravitate toward conventional K-12 practices, dismissing those endorsed by the university as impractical. In this article, the authors delineate the concept of horiz…
Real Students”and “True Demotes”
Merit promotion policies that require students to post passing scores on standardized tests or be retained in grade have become widespread. In this study, the author used a cultural sociological perspective to examine how teachers and students at two urban high schools enacted a district-wide merit promotion policy. Findings indicate that rather than compelling teachers and students to remedy school failure academically, the policy facilitated a …
Of course we’re supposed to move on, but then you still got people who are not over those historical wounds’
Polls indicate that US youth are more racially diverse, and more tolerant of diversity, than were previous generations. Yet recent research documents the rise of a ‘new racism’ discourse among white US youth. The present study extends this research by examining the discursive strategies US youth employ as they talk about race in a multi-racial high school classroom. Using discourse historical analysis, the authors argue that US youth’s race talk …
Argumentation in Educational Policy Disputes
Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these arguments, focusing specifically on how policymakers and educators justify and critique prominent test-b…
The multidimensionality of multicultural service learning
Recognition, responsibility, and risk
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
Contesting quality teaching
Testing and Student Engagement with Literature in Urban Classrooms
Though high-stakes testing currently dominates educational policy, few studies examine the consequences of such testing for the teaching and learning of literature in secondary English classrooms. This study takes a multi-layered approach to specify how a high-stakes exam positioned students as readers of literary texts
The Challenge of Improving Instruction in Urban High Schools
We are grateful to the Field-Initiated Studies Education Research Grant Program at the U.S. Department of Education and the Research on School Reform Initiative at the Spencer Foundation. The opinions expressed here are solely those of the authors and not of the U.S. Department of Education or the Spencer Foundation. Research assistance was provided by Jenifer Blaxall, Sophia Hughes, Valerie Moyer, Simrit Dhesi, and Sarah Graff. Requests for repr…
Real Students”and “True Demotes”
Merit promotion policies that require students to post passing scores on standardized tests or be retained in grade have become widespread. In this study, the author used a cultural sociological perspective to examine how teachers and students at two urban high schools enacted a district-wide merit promotion policy. Findings indicate that rather than compelling teachers and students to remedy school failure academically, the policy facilitated a …
Bridging the University-School Divide
Research on teacher learning consistently documents the disjuncture between the practices beginning teachers encounter in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. As preservice teachers enter teaching, they gravitate toward conventional K-12 practices, dismissing those endorsed by the university as impractical. In this article, the authors delineate the concept of horiz…
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
The multidimensionality of multicultural service learning
Recognition, responsibility, and risk
Of course we’re supposed to move on, but then you still got people who are not over those historical wounds’
Polls indicate that US youth are more racially diverse, and more tolerant of diversity, than were previous generations. Yet recent research documents the rise of a ‘new racism’ discourse among white US youth. The present study extends this research by examining the discursive strategies US youth employ as they talk about race in a multi-racial high school classroom. Using discourse historical analysis, the authors argue that US youth’s race talk …
Forum
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified andtested new variables for examining writing’s relationship to learning and development. EightyCWPA members helped to establish a consensus model of 27 effective writing practices. EightyUS baccalaureate institutions appended questions to the NSSE instrument based on these 27pra…
This Issue
Argumentation in Educational Policy Disputes
Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these arguments, focusing specifically on how policymakers and educators justify and critique prominent test-b…
Contesting quality teaching
The development of ambitious instruction
Environmental Service Learning as University-Community Partnership
Service learning has many documented benefits for students. The benefits to the communities are less clear. This study examines the unfolding of an environmental service-learning partnership from the perspective of one participating community liaison. We examine a new model of university-community engagement, where undergraduate students are paired with a local community to address environmental issues in courses that focus on adaptation and miti…
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
Psychology (14 works) · Sociology (14 works) · Pedagogy (13 works) · Mathematics education (11 works) · Political science (8 works) · Teacher Education and Leadership Studies (7 works) · Law (6 works) · Law (6 works) · Social Psychology (5 works) · Social Psychology (5 works)