Lora Bartlett
Biographic Data
| ID | 5742271 |
|---|---|
| NAME | Lora Bartlett |
| GIVEN NAMES | Lora |
| FAMILY NAME | Bartlett |
| SIGNATURE | BARTLETT L |
| AFFILIATIONS | University of California, Santa Cruz, CA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Specifying Hybrid Models of Teachers’ Work During Covid-19
The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience teaching during COVID-19, this brief introduces and explicates three terms specifying structural hybr…
Expanding teacher work roles
This paper illuminates the tensions between the rhetoric and presumed rewards of an expanded conception of teachers' work and the work demands and strains introduced by such a conception. Based on data collected in the United States, this paper draws on multi‐day, 24‐hour time and task diaries recorded by case‐study teachers, together with ethnographic interviews and observations, to illuminate the disjuncture between reform rhetoric and workplac…
Expanding teacher work roles
This paper illuminates the tensions between the rhetoric and presumed rewards of an expanded conception of teachers' work and the work demands and strains introduced by such a conception. Based on data collected in the United States, this paper draws on multi‐day, 24‐hour time and task diaries recorded by case‐study teachers, together with ethnographic interviews and observations, to illuminate the disjuncture between reform rhetoric and workplac…
Expanding teacher work roles
This paper illuminates the tensions between the rhetoric and presumed rewards of an expanded conception of teachers' work and the work demands and strains introduced by such a conception. Based on data collected in the United States, this paper draws on multi‐day, 24‐hour time and task diaries recorded by case‐study teachers, together with ethnographic interviews and observations, to illuminate the disjuncture between reform rhetoric and workplac…
Specifying Hybrid Models of Teachers’ Work During Covid-19
The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience teaching during COVID-19, this brief introduces and explicates three terms specifying structural hybr…
Medicine (2 works) · Psychology (2 works) · Work (physics (2 works) · Argument (complex analysis (1 works) · Computer Science (1 works) · Coronavirus disease 2019 (COVID-19 (1 works) · COVID-19 and Mental Health (1 works) · Economics (1 works) · Engineering (1 works) · Hybrid learning (1 works)