Jennifer D Olson
Biographic Data
| ID | 2339743 |
|---|---|
| NAME | Jennifer D Olson |
| GIVEN NAMES | Jennifer D |
| FAMILY NAME | Olson |
| SIGNATURE | OLSON J D |
| AFFILIATIONS | The University of Illinois at Chicago, USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Shifting Pedagogies, Philosophies, and Priorities
This study uses an interpretive, qualitative research design to highlight beginning teacher perspectives of their experiences teaching during the COVID-19 pandemic. In this study, we share the experiences of 15 K-12 educators who began their teaching careers in the 2019–2020 school year, whose first two years of teaching were marred by frequent changes and a constant unknown. Despite this, and perhaps because of this, they changed as educators—th…
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Shifting Pedagogies, Philosophies, and Priorities
This study uses an interpretive, qualitative research design to highlight beginning teacher perspectives of their experiences teaching during the COVID-19 pandemic. In this study, we share the experiences of 15 K-12 educators who began their teaching careers in the 2019–2020 school year, whose first two years of teaching were marred by frequent changes and a constant unknown. Despite this, and perhaps because of this, they changed as educators—th…
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Shifting Pedagogies, Philosophies, and Priorities
This study uses an interpretive, qualitative research design to highlight beginning teacher perspectives of their experiences teaching during the COVID-19 pandemic. In this study, we share the experiences of 15 K-12 educators who began their teaching careers in the 2019–2020 school year, whose first two years of teaching were marred by frequent changes and a constant unknown. Despite this, and perhaps because of this, they changed as educators—th…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Accountability (1 works) · Career development (1 works) · Career education (1 works) · Coronavirus disease 2019 (COVID-19 (1 works) · Education and Critical Thinking Development (1 works) · Education Practices and Challenges (1 works)