Britnie Delinger Kane
Biographic Data
| ID | 1606242 |
|---|---|
| NAME | Britnie Delinger Kane |
| GIVEN NAMES | Britnie Delinger |
| FAMILY NAME | Kane |
| SIGNATURE | KANE B D |
| AFFILIATIONS | Citadel |
| ORCID | 0000-0002-0180-7557 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created …
“It Kind of Takes over the Life of the Building
Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well a…
Growing Up with Deceptive Reality
Decorated with a brightly colored book jacket and blurbs, True or False: A CIA Analyst’s Guide to Spotting Fake News targets teenagers and—by extension—their English and social studies teachers. “F
Content-focused coaches' opportunities for professional learning
Understanding mathematics coaches’ development
Equitable Teaching and the Core Practice Movement
Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the spec…
Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations
Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountabl…
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3 mathematics teacher workgroups. We examined the differences in OTLs in 17 hr of videotaped meetings from 3 gro…
Making Sense of Student Performance Data
In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers’ data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment. Despite similarities in their contexts, the workgroups invoked different data use logics that shaped teac…
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
Making Sense of Student Performance Data
In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers’ data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment. Despite similarities in their contexts, the workgroups invoked different data use logics that shaped teac…
Content-focused coaches' opportunities for professional learning
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3 mathematics teacher workgroups. We examined the differences in OTLs in 17 hr of videotaped meetings from 3 gro…
Making Sense of Student Performance Data
In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers’ data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment. Despite similarities in their contexts, the workgroups invoked different data use logics that shaped teac…
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations
Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountabl…
Equitable Teaching and the Core Practice Movement
Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the spec…
Understanding mathematics coaches’ development
Growing Up with Deceptive Reality
Decorated with a brightly colored book jacket and blurbs, True or False: A CIA Analyst’s Guide to Spotting Fake News targets teenagers and—by extension—their English and social studies teachers. “F
Content-focused coaches' opportunities for professional learning
“It Kind of Takes over the Life of the Building
Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well a…
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created …
Psychology (10 works) · Mathematics education (9 works) · Pedagogy (8 works) · Teacher Education and Leadership Studies (8 works) · Professional development (5 works) · Computer Science (4 works) · Political science (4 works) · Coaching (3 works) · Educational Assessment and Improvement (3 works) · Teaching method (3 works)