Kristina F Brezicha
Biographic Data
| ID | 6007048 |
|---|---|
| NAME | Kristina F Brezicha |
| GIVEN NAMES | Kristina F |
| FAMILY NAME | Brezicha |
| SIGNATURE | BREZICHA K F |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-7389-9323 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Personalized Learning Policy and Student Voice
This qualitative study examines the experiences of student leaders working in partnership with teacher leaders to implement Vermont’s Act 77, a state mandated personalized learning policy. Drawing on a theoretical framework that connects the zones of mediation and knowledge brokering research, this study explores the question: How do youth and adults experience youth leadership around the implementation of Vermont’s Act 77? Drawing on focus group…
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
Can’t Be What You Can’t See
Purpose: As the population of immigrant-origin youth continues to increase in the school systems of the United States and Canada, this study examined the relationship between immigrant youths’ feelings of belonging and their developing understanding of citizenship. Research Methods/Approach: Adopting an ecological framework, this qualitative, comparative case study explores immigrant students’ experiences in two new immigrant destination school d…
This School is Killing my Soul”
Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools’ responses to these threats shape novice Teach for America Corp Members’ (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools’ responses indicated a threat ri…
Coherence and fragmentation
Good Citizenship and the “True and Inspiring Story of America”
In the aftermath of the Capitol Insurrection, many states sought to bolster civic education through efforts such as the South Dakota Civics and History Initiative (SDCHI). This study examined the SDCHI through a Critical Policy Analysis and Critical Race Theory lens to understand how the initiative and related rhetoric reflected, protected, and perpetuated Whiteness as property. To answer this question, we conducted an inductive content analysis …
Political Polarization of Educational Politics and its Implications for Democratic Education
Legislating what matters
This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these polici…
Actions Speak Louder Than Words
A quarter of all US students are immigrants, children of immigrants, or immigrant-origin youth. In this article, we examine how school practices can either support or hinder these students’ feelings of belonging. Given the important relation between students’ feelings of belonging and a range of academic, motivational, and socioemotional outcomes, in this study, we specifically asked: How do students’ experiences in two very different schools sha…
Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative
Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI aga…
Reimagining Education's Role in the Imagined Community
While schools have long played a role in developing citizens for the imagined community, this article argues that an overlooked consideration is the role schools play in fostering students' feelings of belonging. This theoretical article asks, What is missing from this current view of students' political socialization and how can integrating an ecological theory of development with research regarding belonging from the political science, sociolog…
Shifting the Zone of Mediation in a Suburban New Immigrant Destination
This paper explores the context of reception for immigrant students and English learners in one medium-sized suburban school district in the northeastern United States. Using qualitative methods, the authors describe how, despite a troubling context of reception emerging from a normative and political community context that harbored resentment toward the new immigrant population, a community-based organization whose members served as boundary spa…
Shifting the Zone of Mediation in a Suburban New Immigrant Destination
This paper explores the context of reception for immigrant students and English learners in one medium-sized suburban school district in the northeastern United States. Using qualitative methods, the authors describe how, despite a troubling context of reception emerging from a normative and political community context that harbored resentment toward the new immigrant population, a community-based organization whose members served as boundary spa…
Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative
Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI aga…
Reimagining Education's Role in the Imagined Community
While schools have long played a role in developing citizens for the imagined community, this article argues that an overlooked consideration is the role schools play in fostering students' feelings of belonging. This theoretical article asks, What is missing from this current view of students' political socialization and how can integrating an ecological theory of development with research regarding belonging from the political science, sociolog…
Political Polarization of Educational Politics and its Implications for Democratic Education
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
Good Citizenship and the “True and Inspiring Story of America”
In the aftermath of the Capitol Insurrection, many states sought to bolster civic education through efforts such as the South Dakota Civics and History Initiative (SDCHI). This study examined the SDCHI through a Critical Policy Analysis and Critical Race Theory lens to understand how the initiative and related rhetoric reflected, protected, and perpetuated Whiteness as property. To answer this question, we conducted an inductive content analysis …
Shifting the Zone of Mediation in a Suburban New Immigrant Destination
This paper explores the context of reception for immigrant students and English learners in one medium-sized suburban school district in the northeastern United States. Using qualitative methods, the authors describe how, despite a troubling context of reception emerging from a normative and political community context that harbored resentment toward the new immigrant population, a community-based organization whose members served as boundary spa…
Reimagining Education's Role in the Imagined Community
While schools have long played a role in developing citizens for the imagined community, this article argues that an overlooked consideration is the role schools play in fostering students' feelings of belonging. This theoretical article asks, What is missing from this current view of students' political socialization and how can integrating an ecological theory of development with research regarding belonging from the political science, sociolog…
Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative
Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI aga…
Legislating what matters
This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these polici…
Actions Speak Louder Than Words
A quarter of all US students are immigrants, children of immigrants, or immigrant-origin youth. In this article, we examine how school practices can either support or hinder these students’ feelings of belonging. Given the important relation between students’ feelings of belonging and a range of academic, motivational, and socioemotional outcomes, in this study, we specifically asked: How do students’ experiences in two very different schools sha…
Coherence and fragmentation
Good Citizenship and the “True and Inspiring Story of America”
In the aftermath of the Capitol Insurrection, many states sought to bolster civic education through efforts such as the South Dakota Civics and History Initiative (SDCHI). This study examined the SDCHI through a Critical Policy Analysis and Critical Race Theory lens to understand how the initiative and related rhetoric reflected, protected, and perpetuated Whiteness as property. To answer this question, we conducted an inductive content analysis …
Political Polarization of Educational Politics and its Implications for Democratic Education
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
Can’t Be What You Can’t See
Purpose: As the population of immigrant-origin youth continues to increase in the school systems of the United States and Canada, this study examined the relationship between immigrant youths’ feelings of belonging and their developing understanding of citizenship. Research Methods/Approach: Adopting an ecological framework, this qualitative, comparative case study explores immigrant students’ experiences in two new immigrant destination school d…
This School is Killing my Soul”
Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools’ responses to these threats shape novice Teach for America Corp Members’ (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools’ responses indicated a threat ri…
Personalized Learning Policy and Student Voice
This qualitative study examines the experiences of student leaders working in partnership with teacher leaders to implement Vermont’s Act 77, a state mandated personalized learning policy. Drawing on a theoretical framework that connects the zones of mediation and knowledge brokering research, this study explores the question: How do youth and adults experience youth leadership around the implementation of Vermont’s Act 77? Drawing on focus group…
Political science (12 works) · Sociology (10 works) · Politics (8 works) · Law (7 works) · Psychology (6 works) · Public relations (6 works) · Law (5 works) · Public Administration (5 works) · Critical Race Theory in Education (4 works) · Educator Training and Historical Pedagogy (4 works)