Vonna L Hemmler
Biographic Data
| ID | 4249908 |
|---|---|
| NAME | Vonna L Hemmler |
| GIVEN NAMES | Vonna L |
| FAMILY NAME | Hemmler |
| SIGNATURE | HEMMLER V L |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-4550-8356 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testi…
Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and report…
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Beyond a coefficient: An Interactive Process for Achieving Inter-Rater Consistency in Qualitative Coding
Though qualitative research has become more prevalent in practice over the last 30 years, there is still considerable uncertainty among researchers regarding how to ensure inter-rater consistency when teams are tasked with coding qualitative data. In this article, we offer an explanation of a methodology that our qualitative team used to achieve systematic coding of our dataset in a way that preserved the contextual, subjective nature of the data…
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Beyond a coefficient: An Interactive Process for Achieving Inter-Rater Consistency in Qualitative Coding
Though qualitative research has become more prevalent in practice over the last 30 years, there is still considerable uncertainty among researchers regarding how to ensure inter-rater consistency when teams are tasked with coding qualitative data. In this article, we offer an explanation of a methodology that our qualitative team used to achieve systematic coding of our dataset in a way that preserved the contextual, subjective nature of the data…
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Beyond a coefficient: An Interactive Process for Achieving Inter-Rater Consistency in Qualitative Coding
Though qualitative research has become more prevalent in practice over the last 30 years, there is still considerable uncertainty among researchers regarding how to ensure inter-rater consistency when teams are tasked with coding qualitative data. In this article, we offer an explanation of a methodology that our qualitative team used to achieve systematic coding of our dataset in a way that preserved the contextual, subjective nature of the data…
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testi…
Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and report…
How do we know what they know? A case study of classroom-based assessment with multilingual learners
We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned …
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (2 works) · Evaluation and Performance Assessment (2 works) · Political science (2 works) · Social science (2 works) · Academic achievement (1 works)