Meredith L Wronowski

Biographic Data

ID5740214
NAMEMeredith L Wronowski
GIVEN NAMESMeredith L
FAMILY NAMEWronowski
SIGNATUREWRONOWSKI M L
AFFILIATIONSUniversity of Dayton, Dayton, OH, USA
ORCID0000-0001-6791-5473
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS8
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Pain of the past and present

    Jean-Louis Olive, Chelsea Gilbert et al.ARTICLETeachers and Teaching2024

    Research on trauma in education has primarily focused on the student experience while the prevalence and scope of educator trauma remains largely unexplored, especially through an identity-conscious lens. This study addresses the gap in our understanding of educator trauma through a national survey of United States educators. Results indicated that most educators have experienced primary trauma and a majority have also experienced secondary traum…

  • Conceptualizing an asset-based framework for understanding women educator’s adaptive practices during crisis

    Matthew A Witenstein, Xiaohong Chen et al.ARTICLEDiaspora Indigenous and Minority…2024References: 16

  • We’ve Been Forgotten”

    Open AccessMeredith L Wronowski, Bryan A VanGronigen et al.ARTICLEEducation and Urban Society2024References: 33

    The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory …

  • Designing teacher leadership for school improvement

    Open AccessWesley L C Henry, Wesley Henry et al.ARTICLEPhi Delta Kappan2023

    While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers. Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, and James L. Olive highlight how a large …

  • Beyond Tracking

    Open AccessMeredith L Wronowski, Margaret Thornton et al.ARTICLETeachers College Record The Voice…2022

    Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the curre…

  • Filling the Void

    Open AccessMeredith L WronowskiARTICLEEducation and Urban Society2018Cited by: 8References: 23

    This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention emerged from this analysis. The model recommends that recruitment practices should be directed at loca…