Jamie Wallace
Dados Biográficos
| ID | 3828993 |
|---|---|
| NOME | Jamie Wallace |
| PRENOMES | Jamie |
| SOBRENOME | Wallace |
| ASSINATURA | WALLACE J |
| AFILIAÇÕES | American Museum of Natural History |
| ORCID | 0000-0002-2982-4965 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Expanding the "Field" in Fieldwork
Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including …
What we've learned
We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed t…
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Stories That Teachers Tell
In this paper, we explore the stories teachers tell as they study and grapple with culturally responsive education in their science classrooms. This qualitative case study focuses primarily on “Stories from the Field”, a conversational routine at each professional learning group meeting where teachers shared observations, thoughts, and insights about their classroom, instruction, and school settings in the context of culturally responsive educati…
Network Engagement in Action
BACKGROUND: Stakeholders (ie, patients, policymakers, clinicians, advocacy groups, health system leaders, payers, and others) offer critical input at various stages in the research continuum, and their contributions are increasingly recognized as an important component of effective translational research. Natural experiments, in particular, may benefit from stakeholder feedback in addressing real-world issues and providing insight into future pol…
Reduced Cost-sharing for Preventive Drugs Preferentially Benefits Low-income Patients With Diabetes in High Deductible Health Plans With Health Savings Accounts
BACKGROUND: High deductible health plans linked to Health Savings Accounts (HSA-HDHPs) must include all care under the deductible except for select preventive services. Some employers and insurers have adopted Preventive Drug Lists (PDLs) that exempt specific classes of medications from deductibles. OBJECTIVE: The objective of this study was to examine the association between shifts to PDL coverage and medication utilization among patients with d…
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Network Engagement in Action
BACKGROUND: Stakeholders (ie, patients, policymakers, clinicians, advocacy groups, health system leaders, payers, and others) offer critical input at various stages in the research continuum, and their contributions are increasingly recognized as an important component of effective translational research. Natural experiments, in particular, may benefit from stakeholder feedback in addressing real-world issues and providing insight into future pol…
Reduced Cost-sharing for Preventive Drugs Preferentially Benefits Low-income Patients With Diabetes in High Deductible Health Plans With Health Savings Accounts
BACKGROUND: High deductible health plans linked to Health Savings Accounts (HSA-HDHPs) must include all care under the deductible except for select preventive services. Some employers and insurers have adopted Preventive Drug Lists (PDLs) that exempt specific classes of medications from deductibles. OBJECTIVE: The objective of this study was to examine the association between shifts to PDL coverage and medication utilization among patients with d…
Stories That Teachers Tell
In this paper, we explore the stories teachers tell as they study and grapple with culturally responsive education in their science classrooms. This qualitative case study focuses primarily on “Stories from the Field”, a conversational routine at each professional learning group meeting where teachers shared observations, thoughts, and insights about their classroom, instruction, and school settings in the context of culturally responsive educati…
What we've learned
We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed t…
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Stepping in or Stepping On
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 men…
Expanding the "Field" in Fieldwork
Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including …
Pedagogy (5 obras) · Psychology (5 obras) · Mathematics education (4 obras) · Political science (4 obras) · Sociology (4 obras) · Educator Training and Historical Pedagogy (3 obras) · Teacher education (3 obras) · Teacher Education and Leadership Studies (3 obras) · Business (2 obras) · Collaborative Teaching and Inclusion (2 obras)