Amy D Broemmel

Biographic Data

ID	5180683
NAME	Amy D Broemmel
GIVEN NAMES	Amy D
FAMILY NAME	Broemmel
SIGNATURE	BROEMMEL A D
AFFILIATIONS	University of Tennessee, Knoxville, Tennessee, USA
ORCID	0000-0003-2373-9564
VERIFIED	Yes
TOTAL WORKS	5
TOTAL CITATIONS	2
AUTHOR COUNT	5
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2009
LATEST PUBLICATION YEAR	2022
H-INDEX	1

Overwhelming whiteness
Open AccessAmanda Rigell, Arianna Banack et al.ARTICLEJournal of Curriculum Studies2022
Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic…
Speaking Volumes
Open AccessBetty S Blanton, Amy D Broemmel et al.ARTICLEAmerican Educational Research…2020Cited by: 1References: 26
This research describes a professional book study experience and offers insight into its use in supporting professional development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The Process Theme encompassed what occurred within the professional book studies and parti…
I’ve Tried and I’ve Died This Year”
Amy D Broemmel, Elizabeth A SwaggertyARTICLEThe New Educator2016References: 4
This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching beliefs and the practices employed in their local contexts. Specifically, pressures to both focus on standardized measures of student achievement and to conform to the social norms of the schools are explored. The authors advoc…
Talking Back to Scripted Curricula
Open AccessKatherine R Evans, J N Lester et al.ARTICLEPower and Education2010References: 1
Although research shows the importance of the teacher in effective instruction, there has historically been an underrepresentation of teachers' voice in curricular decision-making. Some recent comprehensive reform programs include the use of mandated scripted curricula, which the authors argue often serve to further silence teachers, constraining their capacity to independently act within the classroom. The authors' research seeks to speak back t…
Navigating the Waters of Teacher Induction
Amy D Broemmel, Elizabeth A Swaggerty et al.ARTICLEThe New Educator2009Cited by: 1References: 6
This year-long qualitative case study explores the ways in which one teacher intern reflected upon her knowledge and experiences within two sometimes dichotomous domains: the elementary school classrooms in which she taught and her university coursework. Data collection took place over a period of eight months and consisted of twenty-two weekly email journals assigned as part of graduate coursework during a fifth year internship program. Detailed…

Navigating the Waters of Teacher Induction
Amy D Broemmel, Elizabeth A Swaggerty et al.ARTICLEThe New Educator2009Cited by: 1References: 6
This year-long qualitative case study explores the ways in which one teacher intern reflected upon her knowledge and experiences within two sometimes dichotomous domains: the elementary school classrooms in which she taught and her university coursework. Data collection took place over a period of eight months and consisted of twenty-two weekly email journals assigned as part of graduate coursework during a fifth year internship program. Detailed…
Talking Back to Scripted Curricula
Open AccessKatherine R Evans, J N Lester et al.ARTICLEPower and Education2010References: 1
Although research shows the importance of the teacher in effective instruction, there has historically been an underrepresentation of teachers' voice in curricular decision-making. Some recent comprehensive reform programs include the use of mandated scripted curricula, which the authors argue often serve to further silence teachers, constraining their capacity to independently act within the classroom. The authors' research seeks to speak back t…
I’ve Tried and I’ve Died This Year”
Amy D Broemmel, Elizabeth A SwaggertyARTICLEThe New Educator2016References: 4
This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching beliefs and the practices employed in their local contexts. Specifically, pressures to both focus on standardized measures of student achievement and to conform to the social norms of the schools are explored. The authors advoc…
Speaking Volumes
Open AccessBetty S Blanton, Amy D Broemmel et al.ARTICLEAmerican Educational Research…2020Cited by: 1References: 26
This research describes a professional book study experience and offers insight into its use in supporting professional development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The Process Theme encompassed what occurred within the professional book studies and parti…
Overwhelming whiteness
Open AccessAmanda Rigell, Arianna Banack et al.ARTICLEJournal of Curriculum Studies2022
Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic…