Sarah Stallings
Biographic Data
| ID | 5538701 |
|---|---|
| NAME | Sarah Stallings |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Stallings |
| SIGNATURE | STALLINGS S |
| AFFILIATIONS | Teacher Education and Higher Education University of North Carolina at Greensboro Greensboro North Carolina USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
A lesson in motion stays in motion
While endorsed as critical for promoting learning, students’ interest in a topic has had minimal, if any, influence on curriculum development. Teachers thus are challenged to promote students’ interest within an established curriculum. After students demonstrated misunderstandings after reading an article about bacteria, Sarah Stallings and Samuel Miller, a 4th-grade teacher and university researcher, decided to base their instruction on students…
If You Don’t Know Where You’re Going, You Might End Up Where You’re Headed! Teachers’ Visions Transforming Praxis Through Agency
Frustrated by the ineffectiveness of externally mandated reforms to positively influence the academic performances and attitudes of their students who came from families with limited economic resources (>98%), two fourth-grade teachers used their teaching visions to redesign daily instructional activities. Consistent with their visions and a quest for more- effective reform strategies, they promoted agency by soliciting students’ input and feedba…
A Multilevel Approach to Stakeholder Engagement in the Formulation of a Clinical Data Research Network
OBJECTIVES: To ensure meaningful engagement of stakeholders (patients, clinicians, and communities) in developing the Mid-South Clinical Data Research Network (MS-CDRN), we implemented a comprehensive, multilevel approach: (1) identify barriers to involving stakeholders in governance, network design, and implementation; (2) engage stakeholders in priority setting and research topic generation; (3) develop strategies to fully integrate stakeholder…
No prominent works on this page.
A Multilevel Approach to Stakeholder Engagement in the Formulation of a Clinical Data Research Network
OBJECTIVES: To ensure meaningful engagement of stakeholders (patients, clinicians, and communities) in developing the Mid-South Clinical Data Research Network (MS-CDRN), we implemented a comprehensive, multilevel approach: (1) identify barriers to involving stakeholders in governance, network design, and implementation; (2) engage stakeholders in priority setting and research topic generation; (3) develop strategies to fully integrate stakeholder…
If You Don’t Know Where You’re Going, You Might End Up Where You’re Headed! Teachers’ Visions Transforming Praxis Through Agency
Frustrated by the ineffectiveness of externally mandated reforms to positively influence the academic performances and attitudes of their students who came from families with limited economic resources (>98%), two fourth-grade teachers used their teaching visions to redesign daily instructional activities. Consistent with their visions and a quest for more- effective reform strategies, they promoted agency by soliciting students’ input and feedba…
A lesson in motion stays in motion
While endorsed as critical for promoting learning, students’ interest in a topic has had minimal, if any, influence on curriculum development. Teachers thus are challenged to promote students’ interest within an established curriculum. After students demonstrated misunderstandings after reading an article about bacteria, Sarah Stallings and Samuel Miller, a 4th-grade teacher and university researcher, decided to base their instruction on students…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Agency (philosophy (1 works) · Art Education and Development (1 works) · Boundary (topology) (1 works)