Melinda M Mangin
Biographic Data
| ID | 5741593 |
|---|---|
| NAME | Melinda M Mangin |
| GIVEN NAMES | Melinda M |
| FAMILY NAME | Mangin |
| SIGNATURE | MANGIN M M |
| AFFILIATIONS | Rutgers, The State University of New Jersey, New Brunswick, NJ |
| ORCID | 0000-0003-0066-6868 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students
This qualitative study examines elementary teachers’ strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgende…
Conflicting Storylines in Teacher Leadership
This study examines the enactment of literacy coaching—one kind of formal teacher leader role—in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one district. Examining the findings through the lens of positioning theory indicates that school and district…
Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students
This qualitative study examines elementary teachers’ strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgende…
Conflicting Storylines in Teacher Leadership
This study examines the enactment of literacy coaching—one kind of formal teacher leader role—in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one district. Examining the findings through the lens of positioning theory indicates that school and district…
Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students
This qualitative study examines elementary teachers’ strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgende…
Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Collaborative Teaching and Inclusion (1 work) · Consistency (knowledge bases (1 work) · Educational leadership (1 work) · Engineering (1 work) · Expansive (1 work) · Gender Roles and Identity Studies (1 work) · Gender, Feminism, and Media (1 work)