Kara M Kavanagh
Biographic Data
| ID | 4874657 |
|---|---|
| NAME | Kara M Kavanagh |
| GIVEN NAMES | Kara M |
| FAMILY NAME | Kavanagh |
| SIGNATURE | KAVANAGH K M |
| AFFILIATIONS | James Madison University |
| ORCID | 0000-0001-6818-5740 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Responding with Confidence: An Inclusive Educator’s Guide to Handling the Culture Wars, Inclusion, and Curriculum
This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies
Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools’ responses to these threats shape novice Teach for America Corp Members’ (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools’ responses indicated a threat ri…
Town Halls, Graffiti Walls, and Exploding Atoms: Dialogue, Engagement, and Perspective-taking in Online Teacher Education
As social justice-oriented teacher educators with little experience with online education prior to March 2020, we discuss our efforts to adapt and enact Drama-Based Pedagogy for social justice purposes using a variety of technologies in online classrooms. Having used Drama-Based Pedagogy in face-to-face instruction previously, we appreciate the ways it enables meaningful dialogue among students and deepens their understanding of and engagement wi…
Disrupting Microaggressions in P–16 Classrooms: A Facilitated Workshop Approach Using Critical Case Analysis
This article outlines a facilitated workshop developed by a collective of teacher educators working to disrupt microaggressions in their college of education, practicum field placements, and local school divisions. Using critical case analysis, workshop participants examine recent microaggressions committed by teachers and administrators against marginalized children and pre-service teachers in P–12 schools. Tools to recognize and disrupt these m…
Our Schools Turned Into Literal Police States.”: Disciplinary Power and Novice Teachers Enduring a Cheating Scandal
The voices of teachers experiencing and reacting to highly-publicized testing scandals are rarely heard, despite high-levels of criticism and blame from many stakeholders. Drawing on Foucault’s conception of disciplinary power (hierarchical observation, normalizing judgment, and examination) (1975/1995 Foucault, M. (1995). Discipline and punish: The birth of the prison (2nd ed., A. Sheridan, Trans.). New York, NY: Vintage Books. (Original work pu…
Sisyphean neoliberal reforms: The intractable mythology of student growth and achievement master narratives within the testing and TFA era
Neoliberal discourses defining and measuring ‘student achievement’ and ‘teacher success’ through myopic high-stakes testing-driven criteria for ‘accountability,’ can perpetuate the very inequities these reforms purport to address. Nested within a five-year inquiry using grounded theory to investigate experiences of Teach For America (TFA) Corps members learning to teach during a district-wide testing cheating scandal, the researchers used Atlas.t…
Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement by M. Crocco
A Curriculum for Democratic and CivicEngagement is a
Sisyphean neoliberal reforms: The intractable mythology of student growth and achievement master narratives within the testing and TFA era
Neoliberal discourses defining and measuring ‘student achievement’ and ‘teacher success’ through myopic high-stakes testing-driven criteria for ‘accountability,’ can perpetuate the very inequities these reforms purport to address. Nested within a five-year inquiry using grounded theory to investigate experiences of Teach For America (TFA) Corps members learning to teach during a district-wide testing cheating scandal, the researchers used Atlas.t…
Our Schools Turned Into Literal Police States.”: Disciplinary Power and Novice Teachers Enduring a Cheating Scandal
The voices of teachers experiencing and reacting to highly-publicized testing scandals are rarely heard, despite high-levels of criticism and blame from many stakeholders. Drawing on Foucault’s conception of disciplinary power (hierarchical observation, normalizing judgment, and examination) (1975/1995 Foucault, M. (1995). Discipline and punish: The birth of the prison (2nd ed., A. Sheridan, Trans.). New York, NY: Vintage Books. (Original work pu…
Responding with Confidence: An Inclusive Educator’s Guide to Handling the Culture Wars, Inclusion, and Curriculum
Disrupting Microaggressions in P–16 Classrooms: A Facilitated Workshop Approach Using Critical Case Analysis
This article outlines a facilitated workshop developed by a collective of teacher educators working to disrupt microaggressions in their college of education, practicum field placements, and local school divisions. Using critical case analysis, workshop participants examine recent microaggressions committed by teachers and administrators against marginalized children and pre-service teachers in P–12 schools. Tools to recognize and disrupt these m…
Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement by M. Crocco
A Curriculum for Democratic and CivicEngagement is a
Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement by M. Crocco
A Curriculum for Democratic and CivicEngagement is a
Sisyphean neoliberal reforms: The intractable mythology of student growth and achievement master narratives within the testing and TFA era
Neoliberal discourses defining and measuring ‘student achievement’ and ‘teacher success’ through myopic high-stakes testing-driven criteria for ‘accountability,’ can perpetuate the very inequities these reforms purport to address. Nested within a five-year inquiry using grounded theory to investigate experiences of Teach For America (TFA) Corps members learning to teach during a district-wide testing cheating scandal, the researchers used Atlas.t…
Our Schools Turned Into Literal Police States.”: Disciplinary Power and Novice Teachers Enduring a Cheating Scandal
The voices of teachers experiencing and reacting to highly-publicized testing scandals are rarely heard, despite high-levels of criticism and blame from many stakeholders. Drawing on Foucault’s conception of disciplinary power (hierarchical observation, normalizing judgment, and examination) (1975/1995 Foucault, M. (1995). Discipline and punish: The birth of the prison (2nd ed., A. Sheridan, Trans.). New York, NY: Vintage Books. (Original work pu…
Town Halls, Graffiti Walls, and Exploding Atoms: Dialogue, Engagement, and Perspective-taking in Online Teacher Education
As social justice-oriented teacher educators with little experience with online education prior to March 2020, we discuss our efforts to adapt and enact Drama-Based Pedagogy for social justice purposes using a variety of technologies in online classrooms. Having used Drama-Based Pedagogy in face-to-face instruction previously, we appreciate the ways it enables meaningful dialogue among students and deepens their understanding of and engagement wi…
Disrupting Microaggressions in P–16 Classrooms: A Facilitated Workshop Approach Using Critical Case Analysis
This article outlines a facilitated workshop developed by a collective of teacher educators working to disrupt microaggressions in their college of education, practicum field placements, and local school divisions. Using critical case analysis, workshop participants examine recent microaggressions committed by teachers and administrators against marginalized children and pre-service teachers in P–12 schools. Tools to recognize and disrupt these m…
Responding with Confidence: An Inclusive Educator’s Guide to Handling the Culture Wars, Inclusion, and Curriculum
This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies
Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools’ responses to these threats shape novice Teach for America Corp Members’ (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools’ responses indicated a threat ri…
Psychology (7 works) · Sociology (7 works) · Pedagogy (6 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Accountability (3 works) · Cheating (3 works) · Education Discipline and Inequality (3 works) · Educator Training and Historical Pedagogy (3 works)