Barbara B Levin
Biographic Data
| ID | 2190412 |
|---|---|
| NAME | Barbara B Levin |
| GIVEN NAMES | Barbara B |
| FAMILY NAME | Levin |
| SIGNATURE | LEVIN B B |
| AFFILIATIONS | University of North Carolina at Greensboro |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 80 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Imagined Community of Education: Voices From Refugees and Immigrants
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based …
Lessons Learned from Exemplary Schools
The Consequences of Inequity in a Flat World
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)
Research on teachers' (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers' classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-reported PPTs collected from 94 prospective teachers to d…
The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools
This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elabo…
Survival in the Classroom: Negotiating with Kids, Colleagues, and Bosses
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)
Research on teachers' (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers' classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-reported PPTs collected from 94 prospective teachers to d…
Imagined Community of Education: Voices From Refugees and Immigrants
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based …
The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools
This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elabo…
Survival in the Classroom: Negotiating with Kids, Colleagues, and Bosses
The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools
This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elabo…
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)
Research on teachers' (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers' classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-reported PPTs collected from 94 prospective teachers to d…
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
The Consequences of Inequity in a Flat World
Lessons Learned from Exemplary Schools
Imagined Community of Education: Voices From Refugees and Immigrants
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based …
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (4 works) · Professional development (3 works) · Teacher education (3 works) · Education and Technology Integration (2 works) · Negotiation (2 works) · Action (physics) (1 works)