Lauren Gatti
Biographic Data
| ID | 6006506 |
|---|---|
| NAME | Lauren Gatti |
| GIVEN NAMES | Lauren |
| FAMILY NAME | Gatti |
| SIGNATURE | GATTI L |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0002-4513-1843 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Recasting the Pitfalls of Experience in Teacher Preparation for the Current Context
In 1985, Sharon Feiman-Nemser and Margret Buchmann published the foundational article, “The Pitfalls of Experience in Teacher Preparation,” describing three primary pitfalls in teacher learning: (1) familiarity, (2) two worlds, and (3) cross-purposes. As three teacher educators, we find that the pitfalls remain salient 40 years later, and we note both continuity and change. Here, we argue that revisiting these pitfalls 40 years later enables us t…
Theorizing to Cases
In this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow‐up interviews with a subset of survey participants (N = 11). The interviews were dev…
Learning to Teach in an Urban Teacher Residency
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., …
Representing teachers as criminals in the news
On 1 April 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemi…
The business of learning to teach
The business of learning to teach
Learning to Teach in an Urban Teacher Residency
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., …
Representing teachers as criminals in the news
On 1 April 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemi…
The business of learning to teach
Representing teachers as criminals in the news
On 1 April 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemi…
Learning to Teach in an Urban Teacher Residency
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., …
Theorizing to Cases
In this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow‐up interviews with a subset of survey participants (N = 11). The interviews were dev…
Recasting the Pitfalls of Experience in Teacher Preparation for the Current Context
In 1985, Sharon Feiman-Nemser and Margret Buchmann published the foundational article, “The Pitfalls of Experience in Teacher Preparation,” describing three primary pitfalls in teacher learning: (1) familiarity, (2) two worlds, and (3) cross-purposes. As three teacher educators, we find that the pitfalls remain salient 40 years later, and we note both continuity and change. Here, we argue that revisiting these pitfalls 40 years later enables us t…
Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (3 works) · Educator Training and Historical Pedagogy (2 works) · History (2 works) · Mathematics education (2 works) · Political science (2 works) · Social science (2 works) · Abandonment (legal (1 work)