Megan Svajda-Hardy
Biographic Data
| ID | 6007463 |
|---|---|
| NAME | Megan Svajda-Hardy |
| GIVEN NAMES | Megan |
| FAMILY NAME | Svajda-Hardy |
| SIGNATURE | SVAJDA-HARDY M |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-9413-0804 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts
Effective recruitment and retention strategies of teachers remain elusive for school districts. This study examines the pilot implementation of a year-long teacher residency program throughout four high-needs districts. This program embeds eight residents in these schools and provides various teacher preparation supports to support these beginning professionals to sustain within the classroom. We interview district administrators about their recr…
First-Year Teacher Needs in the Urban Classroom
Classroom Management Coaching for First-Year Urban Teachers
This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated b…
A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States’ School Discipline Policies
A signature item that beleaguers most teachers is classroom management. Recognizing the futility of punitive classroom management within school discipline practices, Weinstein and colleagues forged culturally responsive classroom management (CRCM). While nearly 20 years of scholarship highlights the importance of teachers employing CRCM to reduce their reliance on punitive discipline approaches, which are disproportionally skewed against students…
Classroom Management Coaching for First-Year Urban Teachers
This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated b…
A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States’ School Discipline Policies
A signature item that beleaguers most teachers is classroom management. Recognizing the futility of punitive classroom management within school discipline practices, Weinstein and colleagues forged culturally responsive classroom management (CRCM). While nearly 20 years of scholarship highlights the importance of teachers employing CRCM to reduce their reliance on punitive discipline approaches, which are disproportionally skewed against students…
Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts
Effective recruitment and retention strategies of teachers remain elusive for school districts. This study examines the pilot implementation of a year-long teacher residency program throughout four high-needs districts. This program embeds eight residents in these schools and provides various teacher preparation supports to support these beginning professionals to sustain within the classroom. We interview district administrators about their recr…
First-Year Teacher Needs in the Urban Classroom
Classroom Management Coaching for First-Year Urban Teachers
This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated b…
Classroom management (3 works) · Medical education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Coaching (2 works) · Collaborative Teaching and Inclusion (2 works) · Education Discipline and Inequality (2 works) · Medicine (2 works)