Kimberly Lechasseur
Biographic Data
| ID | 4195028 |
|---|---|
| NAME | Kimberly Lechasseur |
| GIVEN NAMES | Kimberly |
| FAMILY NAME | Lechasseur |
| SIGNATURE | LECHASSEUR K |
| AFFILIATIONS | Worcester Polytechnic Institute |
| ORCID | 0000-0003-2259-6207 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Who writes and who responds? Gender and race-based differences in open annotations
Purpose Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning obj…
Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling
This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers' individual actions to broader sociocultural experien…
Responses to including parents in teacher evaluation policy: A critical policy analysis
The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education. We utilize a Critical Policy Analysis and provide findings based on a study of 12 districts implementi…
The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes
Tracking remains a pervasive sorting mechanism in US high schools. Anthony Giddens’s theory of structuration provides a useful framework for understanding how tracking is enacted and how its inequities might be interrupted. This study examines whether teachers reify tracks by systematically structuring generative rules differently for students in low and high tracks. Using the Classroom Assessment Scoring System, we observed 26 teachers in low- a…
Re-examining power and privilege in collective impact
The dual purpose of this article is to deconstruct the collective impact approach’s treatment of power and privilege while reconstructing the model’s potential to encourage equity agendas in community change. Drawing on discourse analysis of three articles describing collective impact and case studies of two equity-oriented partnerships, analyses explore entry points for framing collective impact in ways that encourage equity as a foundation to p…
Re-examining power and privilege in collective impact
The dual purpose of this article is to deconstruct the collective impact approach’s treatment of power and privilege while reconstructing the model’s potential to encourage equity agendas in community change. Drawing on discourse analysis of three articles describing collective impact and case studies of two equity-oriented partnerships, analyses explore entry points for framing collective impact in ways that encourage equity as a foundation to p…
The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes
Tracking remains a pervasive sorting mechanism in US high schools. Anthony Giddens’s theory of structuration provides a useful framework for understanding how tracking is enacted and how its inequities might be interrupted. This study examines whether teachers reify tracks by systematically structuring generative rules differently for students in low and high tracks. Using the Classroom Assessment Scoring System, we observed 26 teachers in low- a…
Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling
This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers' individual actions to broader sociocultural experien…
Responses to including parents in teacher evaluation policy: A critical policy analysis
The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education. We utilize a Critical Policy Analysis and provide findings based on a study of 12 districts implementi…
Re-examining power and privilege in collective impact
The dual purpose of this article is to deconstruct the collective impact approach’s treatment of power and privilege while reconstructing the model’s potential to encourage equity agendas in community change. Drawing on discourse analysis of three articles describing collective impact and case studies of two equity-oriented partnerships, analyses explore entry points for framing collective impact in ways that encourage equity as a foundation to p…
Responses to including parents in teacher evaluation policy: A critical policy analysis
The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education. We utilize a Critical Policy Analysis and provide findings based on a study of 12 districts implementi…
The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes
Tracking remains a pervasive sorting mechanism in US high schools. Anthony Giddens’s theory of structuration provides a useful framework for understanding how tracking is enacted and how its inequities might be interrupted. This study examines whether teachers reify tracks by systematically structuring generative rules differently for students in low and high tracks. Using the Classroom Assessment Scoring System, we observed 26 teachers in low- a…
Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling
This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers' individual actions to broader sociocultural experien…
Who writes and who responds? Gender and race-based differences in open annotations
Purpose Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning obj…
Sociology (5 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Law (3 works) · Public relations (3 works) · Computer Science (2 works) · Gender Studies (2 works) · Innovative Teaching and Learning Methods (2 works) · Law (2 works)