Brette Garner
Biographic Data
| ID | 3828931 |
|---|---|
| NAME | Brette Garner |
| GIVEN NAMES | Brette |
| FAMILY NAME | Garner |
| SIGNATURE | GARNER B |
| AFFILIATIONS | University of Denver |
| ORCID | 0000-0001-9626-8826 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Situating Teacher Movement, Space, and Relationships to Pedagogy
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons…
Teachers coping in the classroom
Just like their students, teachers face mental health struggles in their classrooms. Many of them must learn to cope with teacher-facing trauma while balancing students’ needs and commitment to teaching, which is emotionally exhausting. Authors Christine E. Hood, Ilana Horn, Katherine Schneeberger McGugan, Karen Underwood, Jessica Smith, and Brette Garner write about a case of a teacher whose well-being was negatively affected by trauma as well a…
Classroom interaction geography
Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom partic…
Even when it was hard, you pushed us to improve”
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
Even when it was hard, you pushed us to improve”
Situating Teacher Movement, Space, and Relationships to Pedagogy
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons…
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers' collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as "best cases" of …
Classroom interaction geography
Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom partic…
Even when it was hard, you pushed us to improve”
Teachers coping in the classroom
Just like their students, teachers face mental health struggles in their classrooms. Many of them must learn to cope with teacher-facing trauma while balancing students’ needs and commitment to teaching, which is emotionally exhausting. Authors Christine E. Hood, Ilana Horn, Katherine Schneeberger McGugan, Karen Underwood, Jessica Smith, and Brette Garner write about a case of a teacher whose well-being was negatively affected by trauma as well a…
Situating Teacher Movement, Space, and Relationships to Pedagogy
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons…
Mathematics education (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Pedagogy (4 works) · Computer Science (3 works) · Sociology (3 works) · Education and Technology Integration (2 works) · Educational and Psychological Assessments (2 works) · Psychotherapist (2 works) · Teaching method (2 works)