Thomas Devere Wolsey
Biographic Data
| ID | 1606583 |
|---|---|
| NAME | Thomas Devere Wolsey |
| GIVEN NAMES | Thomas Devere |
| FAMILY NAME | Wolsey |
| SIGNATURE | WOLSEY T D |
| AFFILIATIONS | American University in Cairo |
| ORCID | 0000-0002-8970-448X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Faculty social support needs amid crisis
Combined with mindful leadership practices, social support has the potential to enhance job performance, alleviate stress, sustain quality relationships, decrease employee turnover, effect change, and transform workplace culture. Using House’s social support framework and McNamara’s leadership model, this phenomenological case study explored faculty perceptions of the social support they need to persist and continue to teach amid political instab…
Regional intergovernmental organizations in the Global South
Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic plans of four RIGOs in Africa, the Arab and Islamic worlds, and Southeast Asia. Qualitative policy analy…
Empowering teachers during refugee crises
Intersections of Literacy and Teaching With the Disciplines and Professions
A project to invite experts in various disciplines to converse with literacy professors and teachers with over 30 participants resulted in several insights about disciplinary literacy and student learning in the disciplines and professions. The authors suggest that such conversations or partnerships strengthen student learning for college, career, and civic life. The authors differentiate between professions and disciplines, highlighting how info…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers' observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they d…
Students' and Teachers' Perceptions
Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline by integrating sources, taking up academic vocabulary, synthesizing concepts, or creating new underst…
Recentering the Middle School Classroom as a Vibrant Learning Community
Technology reshapes our thinking about learning in multiple ways. This article proposes that middle school students can use asynchronous online discussions to improve their responses to literature, increase their engagement with the classroom community, and recenter the classroom around student voices. Working in small groups, students read the same novel. They are prompted to post their responses to the young adult literature in a closed, egalit…
Exploring the Territory
Teachers are, by nature, explorers. This column compares the professional lives of teachers in an age of accountability measured by standardized assessments to those of explorers and cartographers of the American West. The author explains that these explorers were able to see more in the terrain than lines on maps and quantities of data collected—they were able to view the territory aesthetically. Like these explorers, teachers and policymakers m…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Empowering teachers during refugee crises
Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers' observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they d…
Recentering the Middle School Classroom as a Vibrant Learning Community
Technology reshapes our thinking about learning in multiple ways. This article proposes that middle school students can use asynchronous online discussions to improve their responses to literature, increase their engagement with the classroom community, and recenter the classroom around student voices. Working in small groups, students read the same novel. They are prompted to post their responses to the young adult literature in a closed, egalit…
Exploring the Territory
Teachers are, by nature, explorers. This column compares the professional lives of teachers in an age of accountability measured by standardized assessments to those of explorers and cartographers of the American West. The author explains that these explorers were able to see more in the terrain than lines on maps and quantities of data collected—they were able to view the territory aesthetically. Like these explorers, teachers and policymakers m…
Students' and Teachers' Perceptions
Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline by integrating sources, taking up academic vocabulary, synthesizing concepts, or creating new underst…
Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers' observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they d…
Intersections of Literacy and Teaching With the Disciplines and Professions
A project to invite experts in various disciplines to converse with literacy professors and teachers with over 30 participants resulted in several insights about disciplinary literacy and student learning in the disciplines and professions. The authors suggest that such conversations or partnerships strengthen student learning for college, career, and civic life. The authors differentiate between professions and disciplines, highlighting how info…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Regional intergovernmental organizations in the Global South
Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic plans of four RIGOs in Africa, the Arab and Islamic worlds, and Southeast Asia. Qualitative policy analy…
Empowering teachers during refugee crises
Faculty social support needs amid crisis
Combined with mindful leadership practices, social support has the potential to enhance job performance, alleviate stress, sustain quality relationships, decrease employee turnover, effect change, and transform workplace culture. Using House’s social support framework and McNamara’s leadership model, this phenomenological case study explored faculty perceptions of the social support they need to persist and continue to teach amid political instab…
Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Mathematics education (5 works) · Medical education (4 works) · Medicine (4 works) · Perception (4 works) · Political science (4 works) · Social science (4 works) · Educator Training and Historical Pedagogy (3 works)