Meghan E Barnes
Biographic Data
| ID | 3829239 |
|---|---|
| NAME | Meghan E Barnes |
| GIVEN NAMES | Meghan E |
| FAMILY NAME | Barnes |
| SIGNATURE | BARNES M E |
| AFFILIATIONS | University of North Carolina at Charlotte |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teacher candidates’ assessment identity: Disentangling conceptions of and emotional responses to assessment
Increasing global competition and mobility have fueled the development of education-based standards and related assessments in order to measure how education systems measure up to one another. Despite the pervasiveness of assessment at all levels of schooling (K-16), little attention is dedicated to teacher candidates’ preparedness to assess student learning during teacher education. In this study, we inquire into a group of teacher candidates’ c…
Low assessment literacy in an assessment-obsessed field: What teacher candidates learn about assessment during teacher education
Over the past two decades, US teachers have witnessed the growth of high-stakes assessments. However, this trend in K-12 schools has not necessarily contributed to increased time spent preparing prospective teachers to assess student learning. In this study, we aimed to better understand teacher candidates’ (TCs) conceptions of assessment. Our findings indicate that TCs have a disjointed conception of assessment at the end of teacher education th…
From involvement to solidarity: Community engagement to foster culturally-proactive and constructivist pedagogy
Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teaching in U.S. schools. Recent literature indicates that community-based experiences during teacher education may introduce teacher candidates (TCs) to more diverse people and spaces, develop TCs’ multicultural awareness, and prepare TCs to address issues o…
Chapter 8: Wobbling with Culturally Proactive Teaching: Facilitating Social Justice through Youth Participatory Action Research with Middle School Students
Background American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engage in culturally proactive pedagogy and design curriculum that both reflects their students’ culture and engages them in developing skills to be participants in a larger society. Purpose This chapter e…
Analysis before action: A framework for examining communities as texts
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat
Contested pasts, complicated presents: Pre-service teachers’ developing conceptions of community
You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work
Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers
Prospective teachers often draw on their own experiences with writing as they envision and plan for future writing instruction. Rather than analyzing the types and topics of writing that teacher candidates engaged in as K–16 students, this study inquired into the mediational means shaping their writing processes. The teacher candidates in this study partnered with local high school students to blog about their varied in‐ and out‐of‐school experie…
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education
Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race
What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs
This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of …
Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race
You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work
Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education
What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs
This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of …
Contested pasts, complicated presents: Pre-service teachers’ developing conceptions of community
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race
What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs
This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of …
Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education
Centering the How: What Teacher Candidates’ Means of Mediation Can Tell Us About Engaging Adolescent Writers
Prospective teachers often draw on their own experiences with writing as they envision and plan for future writing instruction. Rather than analyzing the types and topics of writing that teacher candidates engaged in as K–16 students, this study inquired into the mediational means shaping their writing processes. The teacher candidates in this study partnered with local high school students to blog about their varied in‐ and out‐of‐school experie…
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work
Contested pasts, complicated presents: Pre-service teachers’ developing conceptions of community
Chapter 8: Wobbling with Culturally Proactive Teaching: Facilitating Social Justice through Youth Participatory Action Research with Middle School Students
Background American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engage in culturally proactive pedagogy and design curriculum that both reflects their students’ culture and engages them in developing skills to be participants in a larger society. Purpose This chapter e…
Analysis before action: A framework for examining communities as texts
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat
From involvement to solidarity: Community engagement to foster culturally-proactive and constructivist pedagogy
Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teaching in U.S. schools. Recent literature indicates that community-based experiences during teacher education may introduce teacher candidates (TCs) to more diverse people and spaces, develop TCs’ multicultural awareness, and prepare TCs to address issues o…
Low assessment literacy in an assessment-obsessed field: What teacher candidates learn about assessment during teacher education
Over the past two decades, US teachers have witnessed the growth of high-stakes assessments. However, this trend in K-12 schools has not necessarily contributed to increased time spent preparing prospective teachers to assess student learning. In this study, we aimed to better understand teacher candidates’ (TCs) conceptions of assessment. Our findings indicate that TCs have a disjointed conception of assessment at the end of teacher education th…
Teacher candidates’ assessment identity: Disentangling conceptions of and emotional responses to assessment
Increasing global competition and mobility have fueled the development of education-based standards and related assessments in order to measure how education systems measure up to one another. Despite the pervasiveness of assessment at all levels of schooling (K-16), little attention is dedicated to teacher candidates’ preparedness to assess student learning during teacher education. In this study, we inquire into a group of teacher candidates’ c…
Pedagogy (9 works) · Psychology (9 works) · Sociology (9 works) · Teacher Education and Leadership Studies (8 works) · Mathematics education (7 works) · Teacher education (6 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Computer Science (3 works) · Global Education and Multiculturalism (3 works)