Shannon Audley
Biographic Data
| ID | 1585043 |
|---|---|
| NAME | Shannon Audley |
| GIVEN NAMES | Shannon |
| FAMILY NAME | Audley |
| SIGNATURE | AUDLEY S |
| AFFILIATIONS | Smith College |
| ORCID | 0000-0003-3970-9503 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Creating third spaces in K-12 socio-environmental education through indigenous languages
To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensin…
When to grit and when to quit
Educational lore casts grit as a panacea for solving long-standing achievement disparities. Fifteen years of empirical research has not supported this claim, yet many schools still uphold grit. Why? This article examines when (and if) K-12 educators should emphasize grit in classrooms. We first define the construct and offer evidence-based critiques of grit's conceptual claims. Next, we discuss grit's influence on school achievement, which has, a…
Making meaning of children's social interactions
Searching for the Golden Rule
Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience resp…
I’m respectful. Why don’t they like me? Evaluator and gender effects of showing respect and children’s social competence
Despite extensive research on the importance of conceptualizing respect, little is known about how respect recipients and peer onlookers evaluate showing respect. Few studies have examined how such evaluations affect children's peer relations across four levels of social complexity (individual, interactions, relationships, and group), and few have assessed how gender influences the evaluations of showing respect to peers on peer social competence…
Why Me? An Exploratory Qualitative Study of Drinking Gamers’ Reasons for Selecting Other Players to Drink
A drinking game (DG) is a high-risk drinking activity because it consists of rules that facilitate heavy drinking. The opportunity to select another player to drink is a feature of certain games, which makes DGs unique among other high-risk drinking activities. Thus, the present study’s aims were to examine the primary reasons why DG participants select another player to drink and why someone believes she or he was selected. We collected qualitat…
What’s in a game?” Acculturation and drinking game behaviors among Asian American young adults
Creating an environmental resiliency framework
The risks of being “manly”
The Role of Respect in the Relation of Aggression to Popularity
Can aggressive children be popular with peers? Generally, sociometric popularity (liking nominations) has been shown to be negatively associated with aggression, and perceived popularity (popularity nominations) has been shown to be positively associated with aggression. The thesis of the present research was that being respected by peers moderates the relation between aggression and popularity. For both third‐ through sixth‐grade boys (N = 107) …
The Role of Respect in the Relation of Aggression to Popularity
Can aggressive children be popular with peers? Generally, sociometric popularity (liking nominations) has been shown to be negatively associated with aggression, and perceived popularity (popularity nominations) has been shown to be positively associated with aggression. The thesis of the present research was that being respected by peers moderates the relation between aggression and popularity. For both third‐ through sixth‐grade boys (N = 107) …
The risks of being “manly”
Creating third spaces in K-12 socio-environmental education through indigenous languages
To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensin…
The Role of Respect in the Relation of Aggression to Popularity
Can aggressive children be popular with peers? Generally, sociometric popularity (liking nominations) has been shown to be negatively associated with aggression, and perceived popularity (popularity nominations) has been shown to be positively associated with aggression. The thesis of the present research was that being respected by peers moderates the relation between aggression and popularity. For both third‐ through sixth‐grade boys (N = 107) …
What’s in a game?” Acculturation and drinking game behaviors among Asian American young adults
Creating an environmental resiliency framework
The risks of being “manly”
Why Me? An Exploratory Qualitative Study of Drinking Gamers’ Reasons for Selecting Other Players to Drink
A drinking game (DG) is a high-risk drinking activity because it consists of rules that facilitate heavy drinking. The opportunity to select another player to drink is a feature of certain games, which makes DGs unique among other high-risk drinking activities. Thus, the present study’s aims were to examine the primary reasons why DG participants select another player to drink and why someone believes she or he was selected. We collected qualitat…
I’m respectful. Why don’t they like me? Evaluator and gender effects of showing respect and children’s social competence
Despite extensive research on the importance of conceptualizing respect, little is known about how respect recipients and peer onlookers evaluate showing respect. Few studies have examined how such evaluations affect children's peer relations across four levels of social complexity (individual, interactions, relationships, and group), and few have assessed how gender influences the evaluations of showing respect to peers on peer social competence…
Making meaning of children's social interactions
Searching for the Golden Rule
Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience resp…
Creating third spaces in K-12 socio-environmental education through indigenous languages
To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensin…
When to grit and when to quit
Educational lore casts grit as a panacea for solving long-standing achievement disparities. Fifteen years of empirical research has not supported this claim, yet many schools still uphold grit. Why? This article examines when (and if) K-12 educators should emphasize grit in classrooms. We first define the construct and offer evidence-based critiques of grit's conceptual claims. Next, we discuss grit's influence on school achievement, which has, a…
Psychology (9 works) · Social Psychology (9 works) · Social Psychology (8 works) · Developmental psychology (6 works) · Pedagogy (4 works) · Sociology (4 works) · Aggression (2 works) · Bullying, Victimization, and Aggression (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Competence (human resources (2 works)