Brianna L Kennedy-Lewis
Biographic Data
| ID | 2146121 |
|---|---|
| NAME | Brianna L Kennedy-Lewis |
| GIVEN NAMES | Brianna L |
| FAMILY NAME | Kennedy-Lewis |
| SIGNATURE | KENNEDY-LEWIS B L |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 4 |
Using narrative inquiry to understand persistently disciplined middle school students
Educators’ persistent disciplining of a small group of students positions them as “frequent flyers.” This identity prevents educators from developing an understanding that could enable them to reengage these students. Using the methodology of interpretive biography positioned within narrative inquiry and using a Gestalt-based analysis, this study presents the case narratives of three persistently disciplined students from one urban middle school …
Using critical policy analysis to examine competing discourses in zero tolerance legislation: Do we really want to leave no child behind
The increasing use of zero tolerance discipline policies in the USA has led to a ‘discipline gap,’ in which minoritized students receive harsher and more frequent suspensions and expulsions than their peers from dominant cultural and socioeconomic backgrounds. Though disciplinary decisions are made by educators at the school level, mandates regarding the disciplinary infractions that must result in exclusionary discipline are made at the federal …
I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers
When a Teacher Becomes a Researcher: Using Self-Narrative to Define One's Role as Participant Observer
As public servants who work most closely with children, teachers have first-hand knowledge of the needs of the changing demographics of urban public schools in the United States. Teachers who engage in research, and researchers who are former teachers, enjoy unique positions in conducting investigations and sharing and implementing findings. Because much of their knowledge is gained through firsthand experience, self-narrative allows this populat…
Using critical policy analysis to examine competing discourses in zero tolerance legislation: Do we really want to leave no child behind
The increasing use of zero tolerance discipline policies in the USA has led to a ‘discipline gap,’ in which minoritized students receive harsher and more frequent suspensions and expulsions than their peers from dominant cultural and socioeconomic backgrounds. Though disciplinary decisions are made by educators at the school level, mandates regarding the disciplinary infractions that must result in exclusionary discipline are made at the federal …
I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers
When a Teacher Becomes a Researcher: Using Self-Narrative to Define One's Role as Participant Observer
As public servants who work most closely with children, teachers have first-hand knowledge of the needs of the changing demographics of urban public schools in the United States. Teachers who engage in research, and researchers who are former teachers, enjoy unique positions in conducting investigations and sharing and implementing findings. Because much of their knowledge is gained through firsthand experience, self-narrative allows this populat…
Using narrative inquiry to understand persistently disciplined middle school students
Educators’ persistent disciplining of a small group of students positions them as “frequent flyers.” This identity prevents educators from developing an understanding that could enable them to reengage these students. Using the methodology of interpretive biography positioned within narrative inquiry and using a Gestalt-based analysis, this study presents the case narratives of three persistently disciplined students from one urban middle school …
When a Teacher Becomes a Researcher: Using Self-Narrative to Define One's Role as Participant Observer
As public servants who work most closely with children, teachers have first-hand knowledge of the needs of the changing demographics of urban public schools in the United States. Teachers who engage in research, and researchers who are former teachers, enjoy unique positions in conducting investigations and sharing and implementing findings. Because much of their knowledge is gained through firsthand experience, self-narrative allows this populat…
I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers
Using narrative inquiry to understand persistently disciplined middle school students
Educators’ persistent disciplining of a small group of students positions them as “frequent flyers.” This identity prevents educators from developing an understanding that could enable them to reengage these students. Using the methodology of interpretive biography positioned within narrative inquiry and using a Gestalt-based analysis, this study presents the case narratives of three persistently disciplined students from one urban middle school …
Using critical policy analysis to examine competing discourses in zero tolerance legislation: Do we really want to leave no child behind
The increasing use of zero tolerance discipline policies in the USA has led to a ‘discipline gap,’ in which minoritized students receive harsher and more frequent suspensions and expulsions than their peers from dominant cultural and socioeconomic backgrounds. Though disciplinary decisions are made by educators at the school level, mandates regarding the disciplinary infractions that must result in exclusionary discipline are made at the federal …
Sociology (4 works) · Pedagogy (3 works) · Psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Education Discipline and Inequality (2 works) · Law (2 works) · Law (2 works) · Narrative (2 works) · Narrative inquiry (2 works) · Population (2 works)