Kate Olson
Biographic Data
| ID | 5741572 |
|---|---|
| NAME | Kate Olson |
| GIVEN NAMES | Kate |
| FAMILY NAME | Olson |
| SIGNATURE | OLSON K |
| AFFILIATIONS | KATE OLSON is an assistant professor in the College of Teacher Education and Leadership at Arizona State University, 4701 West Thunderbird Road, Glendale, AZ 85306-4908; . Her scholarly interests include research on teacher learning and beliefs and their influence on practice, and the study of educational policies, programs, and practices for teaching and learning, particularly for English language learners. |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 1 |
Systemic Reform and Superficial Compliance
This article examines the implications of educational policies on teachers' beliefs and practices for English learners (ELs) in the context of the California educational reform agenda. By utilizing cultural–historical activity theory, this study paints a personal and pedagogical portrait of how 2 educated and experienced bilingual teachers organized their classrooms in cultural, historical, and ideological ways that shaped how they adapted mandat…
A Signature Pedagogy in Doctoral Education
Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educ…
A Signature Pedagogy in Doctoral Education
Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educ…
Systemic Reform and Superficial Compliance
This article examines the implications of educational policies on teachers' beliefs and practices for English learners (ELs) in the context of the California educational reform agenda. By utilizing cultural–historical activity theory, this study paints a personal and pedagogical portrait of how 2 educated and experienced bilingual teachers organized their classrooms in cultural, historical, and ideological ways that shaped how they adapted mandat…
A Signature Pedagogy in Doctoral Education
Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educ…
Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Bridge (graph theory (1 work) · Doctoral Education Challenges and Solutions (1 work) · Graduation (instrument (1 work) · Higher Education Practises and Engagement (1 work) · Identity (music (1 work) · Innovative Education and Learning Practices (1 work) · Law (1 work)