Laura Vernikoff
Biographic Data
| ID | 1604837 |
|---|---|
| NAME | Laura Vernikoff |
| GIVEN NAMES | Laura |
| FAMILY NAME | Vernikoff |
| SIGNATURE | VERNIKOFF L |
| AFFILIATIONS | Columbia University, New York, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Unpacking Urban Teaching Residents' Mental Constructs
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed pro…
Advancing Racial Equity in Extended Clinical Practice
In this conceptual essay, we analyze a recent trend in teacher preparation: extended clinical practice. We unearth how this practice continues to perpetuate the racial status quo instead of achieving educational change. We draw on institutionalized racism to examine how and why clinical practice in P-12 schools, often viewed as the most important or impactful component of teacher preparation, preserves and supports racist schooling practices and …
Where Is Antisemitism in Teacher Preparation? An Exploration of the Perspectives and Practices of Equity-Oriented Teacher Educators
Research has illustrated myriad ways that equity-oriented teacher educators address diversity, hate, and white supremacy with teacher candidates; however, antisemitism has not often been addressed as part of that work. To better understand this phenomenon, in this exploratory qualitative study, we examine how teacher educators who profess a commitment to equity and diversity define and describe antisemitism, and how (if at all) they teach antisem…
Interrogating Side Effects in Critical and Quantitative Research in Education
Quantitative education research is often perceived to be “objective” or “neutral.” However, quantitative research has been and continues to be used to perpetuate inequities; these inequities arise as both intended effects and unintended side effects of traditional quantitative research. In this review of the literature, we synthesize how quantitative researchers have attempted to use critical paradigms to address questions of equity in education …
Silencing Equity-Minded Teacher Preparation
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by c…
Urban Residents’ Place-Based Funds of Knowledge
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Teachers are works in progress”
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Urban Residents’ Place-Based Funds of Knowledge
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
Teachers are works in progress”
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
Teachers are works in progress”
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
Urban Residents’ Place-Based Funds of Knowledge
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
Advancing Racial Equity in Extended Clinical Practice
In this conceptual essay, we analyze a recent trend in teacher preparation: extended clinical practice. We unearth how this practice continues to perpetuate the racial status quo instead of achieving educational change. We draw on institutionalized racism to examine how and why clinical practice in P-12 schools, often viewed as the most important or impactful component of teacher preparation, preserves and supports racist schooling practices and …
Where Is Antisemitism in Teacher Preparation? An Exploration of the Perspectives and Practices of Equity-Oriented Teacher Educators
Research has illustrated myriad ways that equity-oriented teacher educators address diversity, hate, and white supremacy with teacher candidates; however, antisemitism has not often been addressed as part of that work. To better understand this phenomenon, in this exploratory qualitative study, we examine how teacher educators who profess a commitment to equity and diversity define and describe antisemitism, and how (if at all) they teach antisem…
Interrogating Side Effects in Critical and Quantitative Research in Education
Quantitative education research is often perceived to be “objective” or “neutral.” However, quantitative research has been and continues to be used to perpetuate inequities; these inequities arise as both intended effects and unintended side effects of traditional quantitative research. In this review of the literature, we synthesize how quantitative researchers have attempted to use critical paradigms to address questions of equity in education …
Silencing Equity-Minded Teacher Preparation
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by c…
Unpacking Urban Teaching Residents' Mental Constructs
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed pro…
Pedagogy (9 works) · Sociology (9 works) · Political science (7 works) · Psychology (7 works) · Teacher Education and Leadership Studies (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Gender Studies (3 works) · Law (3 works) · Public relations (3 works)