Rachel Wolkenhauer
Biographic Data
| ID | 1606400 |
|---|---|
| NAME | Rachel Wolkenhauer |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Wolkenhauer |
| SIGNATURE | WOLKENHAUER R |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-4713-9723 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Noticing, interpreting, deciding
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Becoming Clinically Grounded Teacher Educators
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework…
(Re)conceptualizing preservice teacher supervision through duoethnography
Exploring the Connections Between Action Research and Teacher Leadership
This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance …
(Re)conceptualizing preservice teacher supervision through duoethnography
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Becoming Clinically Grounded Teacher Educators
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework…
Exploring the Connections Between Action Research and Teacher Leadership
This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance …
(Re)conceptualizing preservice teacher supervision through duoethnography
Becoming Clinically Grounded Teacher Educators
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework…
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Noticing, interpreting, deciding
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Teacher education (4 works) · Faculty Development (3 works) · Professional development (3 works) · Teacher Preparation (3 works) · Collaborative Teaching and Inclusion (2 works) · Community of inquiry (2 works)