Janice Kroeger
Biographic Data
| ID | 5003079 |
|---|---|
| NAME | Janice Kroeger |
| GIVEN NAMES | Janice |
| FAMILY NAME | Kroeger |
| SIGNATURE | KROEGER J |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0002-2415-1220 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Learning from community stakeholders
Community/parent engagement techniques as well as school and child well-being emphasizes co-constructed parent engagement techniques (Buchanan & Buchanan, 2016; Mapp & Kuttner, 2013; Sisson, Rigney, Hattam & Morrison, 2025). For Black and Indigenous groups, as well as other People of Color (BIPOC) community wealth approaches can garner effective parent-engagement (Yosso, 2005). Drawing from current and historic literature on successful parent eng…
Better Is Better
In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By provid…
Navigating the nexus of subjectivity and trust in researcher/participant relationships
We describe our decision points to disclose parts of our personal selves while building trust with vulnerable populations in schools during ethnographic studies. Finding how our subjective identities were similar to and different than those of our participants helped us to better understand the participants' lives. We argue in this article that the introspection created by negotiating subjectivities in our contrasting examples of intersectionalit…
Coda
Asking, listening, and learning
Social Heteroglossia
A Bakhtinian Analysis of Particular Home-School Relations
In this article, we explore home-school relations as the establishment of a complex relationship between institutions and individuals in specific contexts. Using Bakhtin’s ideas of answerability, which depict a particular kind of responsibility, and addressivity, a conception of the relational nature of being, we explore how parents in one elementary school came to understand and enact relationships with schoolpeople. Answerability and addressivi…
Asking, listening, and learning
A Bakhtinian Analysis of Particular Home-School Relations
In this article, we explore home-school relations as the establishment of a complex relationship between institutions and individuals in specific contexts. Using Bakhtin’s ideas of answerability, which depict a particular kind of responsibility, and addressivity, a conception of the relational nature of being, we explore how parents in one elementary school came to understand and enact relationships with schoolpeople. Answerability and addressivi…
Social Heteroglossia
A Bakhtinian Analysis of Particular Home-School Relations
In this article, we explore home-school relations as the establishment of a complex relationship between institutions and individuals in specific contexts. Using Bakhtin’s ideas of answerability, which depict a particular kind of responsibility, and addressivity, a conception of the relational nature of being, we explore how parents in one elementary school came to understand and enact relationships with schoolpeople. Answerability and addressivi…
Social Heteroglossia
Asking, listening, and learning
Coda
Navigating the nexus of subjectivity and trust in researcher/participant relationships
We describe our decision points to disclose parts of our personal selves while building trust with vulnerable populations in schools during ethnographic studies. Finding how our subjective identities were similar to and different than those of our participants helped us to better understand the participants' lives. We argue in this article that the introspection created by negotiating subjectivities in our contrasting examples of intersectionalit…
Better Is Better
In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By provid…
Learning from community stakeholders
Community/parent engagement techniques as well as school and child well-being emphasizes co-constructed parent engagement techniques (Buchanan & Buchanan, 2016; Mapp & Kuttner, 2013; Sisson, Rigney, Hattam & Morrison, 2025). For Black and Indigenous groups, as well as other People of Color (BIPOC) community wealth approaches can garner effective parent-engagement (Yosso, 2005). Drawing from current and historic literature on successful parent eng…
Psychology (6 works) · Parental Involvement in Education (5 works) · Sociology (4 works) · Diverse Education Studies and Reforms (3 works) · Pedagogy (3 works) · Active listening (2 works) · Early Childhood Education and Development (2 works) · Ethnography (2 works) · Framing (construction (2 works) · Mathematics education (2 works)