Nora E Hyland
Biographic Data
| ID | 1584053 |
|---|---|
| NAME | Nora E Hyland |
| GIVEN NAMES | Nora E |
| FAMILY NAME | Hyland |
| SIGNATURE | HYLAND N E |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0009-0009-9535-3004 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 65 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Reimagining Teacher Leadership
Teacher leaders of Color, specifically Black and Latinx teachers, can be instrumental in diversifying the predominately white teacher workforce. While traditional roles of teacher leaders have been focused on improving instruction, this article offers a conceptual framework to re-envision the role of teacher leaders of Color to inform critical change in hiring, mentoring, inducting, and retaining teachers of Color. This article draws on the autho…
Structuring Urban School/University/Community Partnerships as a Tool for Advancing the Legacy of Brown
In this paper, we argue that to advance the vision of Brown v. Board of Education for equitable, integrated schools, teacher educators must reimagine their work and prioritize school/university/community partnerships within explicitly anti-racist frameworks to attract more teachers of Color, prepare all program candidates as educators for equity, and help partner schools become more equity-focused. We then discuss how we used lessons from the wor…
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
From Mediated Fieldwork to Co-Constructed Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University-school partnerships have the potential to overcome these challen…
One White Teacher's Struggle for Culturally Relevant Pedagogy
This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of qualitative data collected over two years, I examine the practical, ideological, and discursive barriers this …
Fostering understanding of institutional oppression among U.S. pre-service teachers
Opening and closing communicative space with teachers investigating race and racism in their own practice
This article explores the very practical challenges that the author experienced as she and a racially mixed elementary school teaching staff negotiated communicative space within a critical inquiry group exploring race and racism in their teaching context. Specifically, the author explores her role of critical friend as crucial to forming communicative space; the ways that communicative space was contested and challenged within the critical inqui…
Detracking in the Social Studies
This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking…
Being a Good Teacher of Black Students? White Teachers and Unintentional Racism
This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By …
Understanding Diversity Through Social and Community Inquiry
This article describes a portion of a long-term, action-research project investigating the teaching of an elementary social studies methods course for preservice teachers from a social justice framework. Other major foci for the course are integrated with topics related specifically to social studies teaching and learning: cultural diversity, an inquiry orientation to teaching, and teaching for social justice. The authors describe and analyze the…
Being a Good Teacher of Black Students? White Teachers and Unintentional Racism
This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By …
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
Fostering understanding of institutional oppression among U.S. pre-service teachers
Opening and closing communicative space with teachers investigating race and racism in their own practice
This article explores the very practical challenges that the author experienced as she and a racially mixed elementary school teaching staff negotiated communicative space within a critical inquiry group exploring race and racism in their teaching context. Specifically, the author explores her role of critical friend as crucial to forming communicative space; the ways that communicative space was contested and challenged within the critical inqui…
Detracking in the Social Studies
This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking…
From Mediated Fieldwork to Co-Constructed Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University-school partnerships have the potential to overcome these challen…
One White Teacher's Struggle for Culturally Relevant Pedagogy
This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of qualitative data collected over two years, I examine the practical, ideological, and discursive barriers this …
Understanding Diversity Through Social and Community Inquiry
This article describes a portion of a long-term, action-research project investigating the teaching of an elementary social studies methods course for preservice teachers from a social justice framework. Other major foci for the course are integrated with topics related specifically to social studies teaching and learning: cultural diversity, an inquiry orientation to teaching, and teaching for social justice. The authors describe and analyze the…
Being a Good Teacher of Black Students? White Teachers and Unintentional Racism
This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By …
Understanding Diversity Through Social and Community Inquiry
This article describes a portion of a long-term, action-research project investigating the teaching of an elementary social studies methods course for preservice teachers from a social justice framework. Other major foci for the course are integrated with topics related specifically to social studies teaching and learning: cultural diversity, an inquiry orientation to teaching, and teaching for social justice. The authors describe and analyze the…
Detracking in the Social Studies
This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking…
One White Teacher's Struggle for Culturally Relevant Pedagogy
This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of qualitative data collected over two years, I examine the practical, ideological, and discursive barriers this …
Fostering understanding of institutional oppression among U.S. pre-service teachers
Opening and closing communicative space with teachers investigating race and racism in their own practice
This article explores the very practical challenges that the author experienced as she and a racially mixed elementary school teaching staff negotiated communicative space within a critical inquiry group exploring race and racism in their teaching context. Specifically, the author explores her role of critical friend as crucial to forming communicative space; the ways that communicative space was contested and challenged within the critical inqui…
From Mediated Fieldwork to Co-Constructed Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University-school partnerships have the potential to overcome these challen…
Assessing the Assessment
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and te…
Reimagining Teacher Leadership
Teacher leaders of Color, specifically Black and Latinx teachers, can be instrumental in diversifying the predominately white teacher workforce. While traditional roles of teacher leaders have been focused on improving instruction, this article offers a conceptual framework to re-envision the role of teacher leaders of Color to inform critical change in hiring, mentoring, inducting, and retaining teachers of Color. This article draws on the autho…
Structuring Urban School/University/Community Partnerships as a Tool for Advancing the Legacy of Brown
In this paper, we argue that to advance the vision of Brown v. Board of Education for equitable, integrated schools, teacher educators must reimagine their work and prioritize school/university/community partnerships within explicitly anti-racist frameworks to attract more teachers of Color, prepare all program candidates as educators for equity, and help partner schools become more equity-focused. We then discuss how we used lessons from the wor…
Pedagogy (9 works) · Sociology (9 works) · Political science (8 works) · Psychology (7 works) · Mathematics education (6 works) · Teacher education (5 works) · Teacher Education and Leadership Studies (5 works) · Critical Race Theory in Education (4 works) · Politics (4 works) · Social science (4 works)