Kathryn M Meyer
Biographic Data
| ID | 1604159 |
|---|---|
| NAME | Kathryn M Meyer |
| GIVEN NAMES | Kathryn M |
| FAMILY NAME | Meyer |
| SIGNATURE | MEYER K M |
| AFFILIATIONS | Binghamton University, Binghamton, NY, USA |
| ORCID | 0000-0001-6000-2292 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five U.S. teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions rega…
Cripistemologies of Teacher Education
Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidat…
No prominent works on this page.
Cripistemologies of Teacher Education
Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidat…
Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five U.S. teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions rega…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Applied Psychology (1 work) · Behavioral and Psychological Studies (1 work) · Critical Race Theory in Education (1 work) · Early Childhood Education and Development (1 work) · Education Discipline and Inequality (1 work) · Educator Training and Historical Pedagogy (1 work) · Emotional and behavioral disorders (1 work)