Brandon J Sherman
Biographic Data
| ID | 1584149 |
|---|---|
| NAME | Brandon J Sherman |
| GIVEN NAMES | Brandon J |
| FAMILY NAME | Sherman |
| SIGNATURE | SHERMAN B J |
| AFFILIATIONS | Indiana University – Purdue University Indianapolis |
| ORCID | 0000-0003-2953-480X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Families as School Citizens
Families have been recognized a key element of schools, and models have been developed to aid schools in involving them. Yet, families are not monolithic, and more needs to be understood about how different families position themselves relative to formal schooling. In this article, we explore this phenomenon by analyzing family and educator responses to an open-ended survey collected in a suburban school district. To make sense of these family’s …
Breaking Bloom’s
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we …
Cultivating Transdisciplinary Orientations in Science Education Research and Practice
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Tensions in school context and teacher praxis in equity-oriented professional learning
Unraveling the EFL expat
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
Ethics are Not on the Test
Baradian (2007) agential realilsm provides conceptual possibilities for the author, a science teacher, to entangle with the narrative and the ethical implications of science educational policy, specifically standardized testing and science standards
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
This Issue
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
ESL Teachers’ Acting Agentively Through Job Crafting
Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found way…
Ways of interacting
A Job‐Crafting Perspective on Teacher Agentive Action
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
ESL Teachers’ Acting Agentively Through Job Crafting
Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found way…
A Job‐Crafting Perspective on Teacher Agentive Action
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Tensions in school context and teacher praxis in equity-oriented professional learning
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
A Job‐Crafting Perspective on Teacher Agentive Action
ESL Teachers’ Acting Agentively Through Job Crafting
Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found way…
Ways of interacting
Agency, identity, power
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutio…
This Issue
An equity framework for family, community, and school partnerships
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework fo…
Ethics are Not on the Test
Baradian (2007) agential realilsm provides conceptual possibilities for the author, a science teacher, to entangle with the narrative and the ethical implications of science educational policy, specifically standardized testing and science standards
Unraveling the EFL expat
Pedagogical Coaching as Identity Work
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coac…
Tensions in school context and teacher praxis in equity-oriented professional learning
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we …
Cultivating Transdisciplinary Orientations in Science Education Research and Practice
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Families as School Citizens
Families have been recognized a key element of schools, and models have been developed to aid schools in involving them. Yet, families are not monolithic, and more needs to be understood about how different families position themselves relative to formal schooling. In this article, we explore this phenomenon by analyzing family and educator responses to an open-ended survey collected in a suburban school district. To make sense of these family’s …
Breaking Bloom’s
Sociology (11 works) · Pedagogy (10 works) · Psychology (9 works) · Teacher Education and Leadership Studies (8 works) · Mathematics education (6 works) · Political science (6 works) · EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (5 works) · Coaching (4 works) · Computer Science (4 works)