Barbara S Stengel
Biographic Data
| ID | 4354901 |
|---|---|
| NAME | Barbara S Stengel |
| GIVEN NAMES | Barbara S |
| FAMILY NAME | Stengel |
| SIGNATURE | STENGEL B S |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0001-9724-237X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Practicing complexity in teacher development research: A call to action and a caveat
We begin with the recognition that teacher development is complex, a recognition that has found its way into more and more educational theorising but has still not impacted empirical research in a significant way. Here we argue by example that forms of complexity theorising can be usefully employed both to frame empirical studies and to analyse data in ways that reveal rather than reduce the complex reality of teacher education and development, a…
Relational (Re)Organization: A Case for a Relational Reading of Relational Pedagogy
Consider Bailey STEM Magnet Middle School in Nashville, TN – a school (re)designed a decade ago to attend to the quality of relation and interaction between and among teachers and students and cultivate the capacity for response-ability: the situated ability to respond rather than react to challenges as opportunities for growth. Bailey was not “turned around” to use the language of educational efficiency and accountability. Rather, it was altered…
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective
Background Attending and responding to when and where teachers are with respect to change—the temporal aspects of teacher learning—can yield more effective professional development (PD) efforts. Toward this end, we conceptualize phases of learning in a PD program, and how these phases are shaped by teacher learning ecologies.Methods Conceptually, we build on the Adaptive Cycles framework (Gunderson & Holling, 2002) to represent this complexity, a…
Barbara S. Stengel: Responsibility: Philosophy of Education in Practice
In Response
No applause necessary: Grounding philosophy and centring women with Barb Stengel
Collective obituary for Nel Noddings
Responsibility: Philosophy of Education in Practice
Students, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leader…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists
After the Laughter
We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion …
The Complex Case of Fear and Safe Space
Questioning Safe Space: An Introduction
Questioning Safe Space: An Introduction
The Complex Case of Fear and Safe Space
Responsibility: Philosophy of Education in Practice
Students, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leader…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
After the Laughter
We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion …
Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists
The Complex Case of Fear and Safe Space
Questioning Safe Space: An Introduction
After the Laughter
We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion …
Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
Collective obituary for Nel Noddings
Responsibility: Philosophy of Education in Practice
Students, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leader…
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective
Background Attending and responding to when and where teachers are with respect to change—the temporal aspects of teacher learning—can yield more effective professional development (PD) efforts. Toward this end, we conceptualize phases of learning in a PD program, and how these phases are shaped by teacher learning ecologies.Methods Conceptually, we build on the Adaptive Cycles framework (Gunderson & Holling, 2002) to represent this complexity, a…
Barbara S. Stengel: Responsibility: Philosophy of Education in Practice
In Response
No applause necessary: Grounding philosophy and centring women with Barb Stengel
Practicing complexity in teacher development research: A call to action and a caveat
We begin with the recognition that teacher development is complex, a recognition that has found its way into more and more educational theorising but has still not impacted empirical research in a significant way. Here we argue by example that forms of complexity theorising can be usefully employed both to frame empirical studies and to analyse data in ways that reveal rather than reduce the complex reality of teacher education and development, a…
Relational (Re)Organization: A Case for a Relational Reading of Relational Pedagogy
Consider Bailey STEM Magnet Middle School in Nashville, TN – a school (re)designed a decade ago to attend to the quality of relation and interaction between and among teachers and students and cultivate the capacity for response-ability: the situated ability to respond rather than react to challenges as opportunities for growth. Bailey was not “turned around” to use the language of educational efficiency and accountability. Rather, it was altered…
Sociology (10 works) · Epistemology (7 works) · Psychology (7 works) · Philosophy (6 works) · Philosophy (6 works) · Higher education (5 works) · Law (5 works) · Philosophy of education (5 works) · Aesthetics (4 works) · Law (4 works)