Natalie Croxton
Biographic Data
| ID | 5740809 |
|---|---|
| NAME | Natalie Croxton |
| GIVEN NAMES | Natalie |
| FAMILY NAME | Croxton |
| SIGNATURE | CROXTON N |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0001-9080-0535 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens…
Teacher and Student Reciprocal Agency in Odds-Beating Schools
Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student ag…
Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative
After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the we…
Teachers who Initiate Changes with an Ebook-Integrated Curriculum
Understanding teachers’ concerns about integrating new technology to their curricular practices is essential for the improvement of pedagogical practices. Using in-depth interviews, this study aims 1) to explore and describe concerns of teachers who attempted to initiate ebook-integrated curriculum independently in a higher education setting, and 2) to examine how well the Stages of Concerns (SoC) in Concerns-Based Adoption Model (CBAM) explains …
What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens…
Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative
After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the we…
Teachers who Initiate Changes with an Ebook-Integrated Curriculum
Understanding teachers’ concerns about integrating new technology to their curricular practices is essential for the improvement of pedagogical practices. Using in-depth interviews, this study aims 1) to explore and describe concerns of teachers who attempted to initiate ebook-integrated curriculum independently in a higher education setting, and 2) to examine how well the Stages of Concerns (SoC) in Concerns-Based Adoption Model (CBAM) explains …
Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative
After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the we…
Teacher and Student Reciprocal Agency in Odds-Beating Schools
Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student ag…
What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens…
Pedagogy (4 works) · Psychology (4 works) · Political science (3 works) · Sociology (3 works) · Agency (philosophy (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Qualitative research (2 works) · Social science (2 works)