Julianne A Wenner
Biographic Data
| ID | 4682009 |
|---|---|
| NAME | Julianne A Wenner |
| GIVEN NAMES | Julianne A |
| FAMILY NAME | Wenner |
| SIGNATURE | WENNER J A |
| AFFILIATIONS | Clemson University |
| ORCID | 0000-0002-8278-8836 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Patterns and representation in play-based learning
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine …
What do families have to say about it
Science at the center
Even though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K‐12 science education. In this single case study, we focused on the experiences and daily work of one constructivist‐oriented preschool teacher who utilized science‐based…
Elementary Schools’ Response to Student Wellness Needs during the Covid-19 Shutdown
During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what …
The Theoretical and Empirical Basis of Teacher Leadership
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disc…
The Theoretical and Empirical Basis of Teacher Leadership
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disc…
Elementary Schools’ Response to Student Wellness Needs during the Covid-19 Shutdown
During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what …
Science at the center
Even though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K‐12 science education. In this single case study, we focused on the experiences and daily work of one constructivist‐oriented preschool teacher who utilized science‐based…
What do families have to say about it
Patterns and representation in play-based learning
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine …
Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Artificial Intelligence (2 works) · Child Development and Digital Technology (2 works) · Developmental psychology (2 works) · Diverse Educational Innovations Studies (2 works) · Early Childhood Education and Development (2 works) · Medicine (2 works)