Beth A Wassell
Biographic Data
| ID | 5435871 |
|---|---|
| NAME | Beth A Wassell |
| GIVEN NAMES | Beth A |
| FAMILY NAME | Wassell |
| SIGNATURE | WASSELL B A |
| AFFILIATIONS | Rowan University |
| ORCID | 0000-0001-9329-7189 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
‘What's the Essence of This Profession?’ Spanish Teacher Educators' Post‐Pandemic Conceptualizations of Work, Pre‐Service Teachers and Emotions
This paper reports on an interpretive phenomenological study that examined the lived experiences of teacher educators in Spain. Responding to a lack of research on teacher educators, the study sought to make sense of the participants' work in the current, post‐pandemic context. A framework that emphasized the dialectical relationship between agency and structures was used to interpret the participants' narratives. Three themes emerged to illustra…
A teacher educator's return to P‐12 world language teaching: Transforming practices, perspectives, and identities
After working at a university as a language teacher educator for 20 years, I returned to the P‐12 setting to coteach an inclusive high school Spanish class. The purpose of this return was to relearn to teach and to better understand current challenges in language education, student engagement, and inclusive instruction. Using an autoethnographic approach, I examined how the experience reshaped my instructional practices, my perspectives on pedago…
Families, Resources, and Community: Illuminating the Structures of Culturally Relevant Education in an Urban Early Childhood Center
In this paper, we examine the enactment of culturally relevant education in an urban early childhood setting in the US. This descriptive case study used a sociocultural framework that emphasizes the relationship between structure and agency. The research question that guided the study was: How does an urban, non-profit early childhood educational center focused on the needs of culturally and linguistically diverse students and families enact cult…
Responding to immigrant students and families: Supportive structures within a learning community school in Spain
Counter engagement: Parents refusing high stakes testing and questioning policy in the era of the common core
This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus gro…
Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation
Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms
The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the …
Examining the Structures That Impact English Language Learners’ Agency in Urban High Schools: Resources and Roadblocks in the Classroom
This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students’ agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as spac…
Coteaching as a model for preservice secondary science teacher education
Coteaching as a model for preservice secondary science teacher education
Examining the Structures That Impact English Language Learners’ Agency in Urban High Schools: Resources and Roadblocks in the Classroom
This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students’ agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as spac…
Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms
The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the …
Counter engagement: Parents refusing high stakes testing and questioning policy in the era of the common core
This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus gro…
Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation
Coteaching as a model for preservice secondary science teacher education
Examining the Structures That Impact English Language Learners’ Agency in Urban High Schools: Resources and Roadblocks in the Classroom
This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students’ agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as spac…
Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation
Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms
The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the …
Counter engagement: Parents refusing high stakes testing and questioning policy in the era of the common core
This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus gro…
Responding to immigrant students and families: Supportive structures within a learning community school in Spain
Families, Resources, and Community: Illuminating the Structures of Culturally Relevant Education in an Urban Early Childhood Center
In this paper, we examine the enactment of culturally relevant education in an urban early childhood setting in the US. This descriptive case study used a sociocultural framework that emphasizes the relationship between structure and agency. The research question that guided the study was: How does an urban, non-profit early childhood educational center focused on the needs of culturally and linguistically diverse students and families enact cult…
A teacher educator's return to P‐12 world language teaching: Transforming practices, perspectives, and identities
After working at a university as a language teacher educator for 20 years, I returned to the P‐12 setting to coteach an inclusive high school Spanish class. The purpose of this return was to relearn to teach and to better understand current challenges in language education, student engagement, and inclusive instruction. Using an autoethnographic approach, I examined how the experience reshaped my instructional practices, my perspectives on pedago…
‘What's the Essence of This Profession?’ Spanish Teacher Educators' Post‐Pandemic Conceptualizations of Work, Pre‐Service Teachers and Emotions
This paper reports on an interpretive phenomenological study that examined the lived experiences of teacher educators in Spain. Responding to a lack of research on teacher educators, the study sought to make sense of the participants' work in the current, post‐pandemic context. A framework that emphasized the dialectical relationship between agency and structures was used to interpret the participants' narratives. Three themes emerged to illustra…
Pedagogy (8 works) · Psychology (8 works) · Sociology (7 works) · Teacher Education and Leadership Studies (6 works) · Mathematics education (4 works) · Parental Involvement in Education (4 works) · Global Education and Multiculturalism (3 works) · Political science (3 works) · Social Psychology (3 works) · Teacher education (3 works)