Kristina Stamatis
Biographic Data
| ID | 5971322 |
|---|---|
| NAME | Kristina Stamatis |
| GIVEN NAMES | Kristina |
| FAMILY NAME | Stamatis |
| SIGNATURE | STAMATIS K |
| AFFILIATIONS | University of Colorado Boulder USA |
| ORCID | 0000-0002-4871-442X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Reconceptualizing risk
Risk-taking in early childhood play is often associated with taking physical risks in outdoor settings. In this study, we explore the notion of “small risks” as a way to examine the how parents and children engage in intergenerational play at a series of informal, indoor pop-up play events that took place at community centers in a large, urban setting. We utilize auto-photography and small stories to examine participants’ self-selected examples o…
Conceptions and Practices of Equity in Research-Practice Partnerships
This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their mis…
Consequential change
Glimmers of Care
In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth‐grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon in the classrooms. Drawing on observations, teacher and student surveys and interviews, and students’…
Collaborating Towards Humanizing Pedagogies
This paper describes how we, a group of 7 emerging teacher educators, took up a critical inquiry framework to collaboratively generate knowledge through dialogic reflection on practice across educational contexts. We participated in culture circles and teatro as a practice of teacher education that centers love and humanizing practice. Together throughout the semester, we engaged in problem-posing and dialogue in order to collectively problem-sol…
Glimmers of Care
In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth‐grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon in the classrooms. Drawing on observations, teacher and student surveys and interviews, and students’…
Consequential change
Collaborating Towards Humanizing Pedagogies
This paper describes how we, a group of 7 emerging teacher educators, took up a critical inquiry framework to collaboratively generate knowledge through dialogic reflection on practice across educational contexts. We participated in culture circles and teatro as a practice of teacher education that centers love and humanizing practice. Together throughout the semester, we engaged in problem-posing and dialogue in order to collectively problem-sol…
Collaborating Towards Humanizing Pedagogies
This paper describes how we, a group of 7 emerging teacher educators, took up a critical inquiry framework to collaboratively generate knowledge through dialogic reflection on practice across educational contexts. We participated in culture circles and teatro as a practice of teacher education that centers love and humanizing practice. Together throughout the semester, we engaged in problem-posing and dialogue in order to collectively problem-sol…
Consequential change
Glimmers of Care
In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth‐grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon in the classrooms. Drawing on observations, teacher and student surveys and interviews, and students’…
Conceptions and Practices of Equity in Research-Practice Partnerships
This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their mis…
Reconceptualizing risk
Risk-taking in early childhood play is often associated with taking physical risks in outdoor settings. In this study, we explore the notion of “small risks” as a way to examine the how parents and children engage in intergenerational play at a series of informal, indoor pop-up play events that took place at community centers in a large, urban setting. We utilize auto-photography and small stories to examine participants’ self-selected examples o…
Psychology (4 works) · Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Literacy, Media, and Education (2 works) · Political science (2 works) · Teacher Education and Leadership Studies (2 works) · The arts (2 works) · Aesthetics (1 work) · Affect (linguistics) (1 work)