Rebecca Buchanan
Biographic Data
| ID | 3851852 |
|---|---|
| NAME | Rebecca Buchanan |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Buchanan |
| SIGNATURE | BUCHANAN R |
| AFFILIATIONS | University of Maine |
| ORCID | 0000-0002-3691-9663 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
From Surviving to Thriving
(1) Background: Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation’s youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages 15–17 years). This project’s main aim was to determine which intervention modality was more effective with students across two school districts with varying degrees of rurality (i…
Breathing in, breathing out
Research on communities of practice (CoP) focused on teaching have shown that they are valuable venues for collaborative sensemaking for practitioners. This article reports on a study examining how members of an equity focused CoP at a predominantly white institution in the United States co-constructed meaning around issues of equity through dialogue. Using discourse analysis of audio-recorded transcripts of three hour-long CoP sessions, analysis…
Common ground is not enough
Trauma-Informed Yoga
In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall score…
Is it “just” planning? Exploring the integration of social justice education in an elementary language arts methods course thematic unit
Purpose The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed. Design/methodology/approach This study used purposive sampling of two sections of an elementary writing m…
Examining Performance Assessment
Mandated teacher performance assessments (TPAs) have recently become a popular form of high-stakes assessment in teacher education. For example, California requires all pre-service teachers to successfully complete a TPA before receiving a preliminary credential, and edTPA, a TPA distributed by Pearson, has been adopted by over 800 teacher education programs in the U.S. High stakes performance assessments are used as gatekeepers, consequently ser…
An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools
Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-l…
Teacher identity and agency in an era of accountability
The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching profession. Inside such social and policy debates, however, lie real teachers with complex professional selve…
Common ground is not enough
Trauma-Informed Yoga
In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall score…
Teacher identity and agency in an era of accountability
The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching profession. Inside such social and policy debates, however, lie real teachers with complex professional selve…
Examining Performance Assessment
Mandated teacher performance assessments (TPAs) have recently become a popular form of high-stakes assessment in teacher education. For example, California requires all pre-service teachers to successfully complete a TPA before receiving a preliminary credential, and edTPA, a TPA distributed by Pearson, has been adopted by over 800 teacher education programs in the U.S. High stakes performance assessments are used as gatekeepers, consequently ser…
An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools
Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-l…
Is it “just” planning? Exploring the integration of social justice education in an elementary language arts methods course thematic unit
Purpose The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed. Design/methodology/approach This study used purposive sampling of two sections of an elementary writing m…
Common ground is not enough
Trauma-Informed Yoga
In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall score…
From Surviving to Thriving
(1) Background: Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation’s youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages 15–17 years). This project’s main aim was to determine which intervention modality was more effective with students across two school districts with varying degrees of rurality (i…
Breathing in, breathing out
Research on communities of practice (CoP) focused on teaching have shown that they are valuable venues for collaborative sensemaking for practitioners. This article reports on a study examining how members of an equity focused CoP at a predominantly white institution in the United States co-constructed meaning around issues of equity through dialogue. Using discourse analysis of audio-recorded transcripts of three hour-long CoP sessions, analysis…
Psychology (7 works) · Pedagogy (6 works) · Sociology (5 works) · Mathematics education (4 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Social science (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Educator Training and Historical Pedagogy (2 works)