Brianna L Kennedy
Biographic Data
| ID | 187187 |
|---|---|
| NAME | Brianna L Kennedy |
| GIVEN NAMES | Brianna L |
| FAMILY NAME | Kennedy |
| SIGNATURE | KENNEDY B L |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-5537-6510 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership
Researchers at research-intensive universities may participate in research-practice partnerships (RPPs) to make their research activities more relevant and impacting. RPPs center equity as a goal, which means researchers and other stakeholders participate in defining and enacting equity through the partnership. Researchers must discern how to address equity goals while enacting the roles of knowledge broker, knowledge use facilitator, and knowled…
The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions
To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-cons…
How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools
Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in Dutch research that position members of these groups as experts. Using a theoretical lens that centers culturally responsive pedagogical practices in the three domains of teaching, we conducted 14 interviews with teachers from racially minoritized groups who attended Dutch schools to understand how their experiences shape their current…
Assaults on belonging
Minoritized students’ ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students’ experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contempor…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline
This grounded theory study of how Title I middle school administrators determine students’ punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators’ choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students’ parents, and fears of reprisal. They expressed simultaneous desires to develop the child while deter…
The Importance of Student and Teacher Interactions for Disaffected Middle School Students
Students who are expelled from school often demonstrate the need for alternative learning environments that respond to their academic disengagement as well as their behavioral challenges. Teachers in such environments contend with a variety of student needs while attempting to engage students in the learning process. This grounded theory study examines student and teacher interactions in community day school (CDS) classrooms in one large, urban s…
Student Involvement and Data-Driven Decision Making
Existing literature supports the inclusion of students in education reform, documenting benefits for both students and educators. When student voice is not included in reform efforts, these efforts are more likely to flounder. The emerging educational reform of data-driven decision making (DDDM) offers promise for increasing student achievement. However, scant research documents the involvement of students in DDDM reforms. Using a theoretical fra…
Infusing Participants' Voices Into Grounded Theory Research
This article augments the author's grounded theory study of student and teacher interactions in alternative education classrooms by presenting poetic transcription as a way to portray the essences and experiences of the participants. The author builds on the experimental writing traditions of other researchers to embrace her own experiences as a classroom teacher in crafting the poems out of the participants' words. In so doing, the author active…
Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline
This grounded theory study of how Title I middle school administrators determine students’ punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators’ choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students’ parents, and fears of reprisal. They expressed simultaneous desires to develop the child while deter…
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools
Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in Dutch research that position members of these groups as experts. Using a theoretical lens that centers culturally responsive pedagogical practices in the three domains of teaching, we conducted 14 interviews with teachers from racially minoritized groups who attended Dutch schools to understand how their experiences shape their current…
Assaults on belonging
Minoritized students’ ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students’ experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contempor…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
The Importance of Student and Teacher Interactions for Disaffected Middle School Students
Students who are expelled from school often demonstrate the need for alternative learning environments that respond to their academic disengagement as well as their behavioral challenges. Teachers in such environments contend with a variety of student needs while attempting to engage students in the learning process. This grounded theory study examines student and teacher interactions in community day school (CDS) classrooms in one large, urban s…
Infusing Participants' Voices Into Grounded Theory Research
This article augments the author's grounded theory study of student and teacher interactions in alternative education classrooms by presenting poetic transcription as a way to portray the essences and experiences of the participants. The author builds on the experimental writing traditions of other researchers to embrace her own experiences as a classroom teacher in crafting the poems out of the participants' words. In so doing, the author active…
Infusing Participants' Voices Into Grounded Theory Research
This article augments the author's grounded theory study of student and teacher interactions in alternative education classrooms by presenting poetic transcription as a way to portray the essences and experiences of the participants. The author builds on the experimental writing traditions of other researchers to embrace her own experiences as a classroom teacher in crafting the poems out of the participants' words. In so doing, the author active…
The Importance of Student and Teacher Interactions for Disaffected Middle School Students
Students who are expelled from school often demonstrate the need for alternative learning environments that respond to their academic disengagement as well as their behavioral challenges. Teachers in such environments contend with a variety of student needs while attempting to engage students in the learning process. This grounded theory study examines student and teacher interactions in community day school (CDS) classrooms in one large, urban s…
Student Involvement and Data-Driven Decision Making
Existing literature supports the inclusion of students in education reform, documenting benefits for both students and educators. When student voice is not included in reform efforts, these efforts are more likely to flounder. The emerging educational reform of data-driven decision making (DDDM) offers promise for increasing student achievement. However, scant research documents the involvement of students in DDDM reforms. Using a theoretical fra…
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline
This grounded theory study of how Title I middle school administrators determine students’ punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators’ choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students’ parents, and fears of reprisal. They expressed simultaneous desires to develop the child while deter…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
Assaults on belonging
Minoritized students’ ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students’ experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contempor…
The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions
To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-cons…
How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools
Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in Dutch research that position members of these groups as experts. Using a theoretical lens that centers culturally responsive pedagogical practices in the three domains of teaching, we conducted 14 interviews with teachers from racially minoritized groups who attended Dutch schools to understand how their experiences shape their current…
An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership
Researchers at research-intensive universities may participate in research-practice partnerships (RPPs) to make their research activities more relevant and impacting. RPPs center equity as a goal, which means researchers and other stakeholders participate in defining and enacting equity through the partnership. Researchers must discern how to address equity goals while enacting the roles of knowledge broker, knowledge use facilitator, and knowled…
Pedagogy (9 works) · Psychology (8 works) · Sociology (8 works) · Social Psychology (6 works) · Education Discipline and Inequality (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Critical Race Theory in Education (3 works) · Epistemology (3 works)