Susan Y Leonard
Biographic Data
| ID | 6207513 |
|---|---|
| NAME | Susan Y Leonard |
| GIVEN NAMES | Susan Y |
| FAMILY NAME | Leonard |
| SIGNATURE | LEONARD S Y |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Exploring the Lived Experiences of Middle Grades Teacher Candidates Engaging in Critical Consciousness to Inform Equity-Oriented and Responsive Teacher Education
To inform equity-oriented and responsive middle grades teacher education, the current article is a qualitative study of the lived experiences of middle grades teacher candidates enacting critical consciousness in their first semester in a two-year equity-oriented middle grades teacher preparation program. Equity-oriented and responsive middle grades teacher education is defined as professional learning for middle grades preservice and inservice t…
Redefining “Boundary-Spanning Teacher Educator” for Critical Clinical Practice
In pursuit of preparing social justice educators, the authors argue for the inclusion of young adolescents and teacher candidates as boundary-spanning teacher educators who are both contributors to and recipients of professional knowledge and learning. The authors draw from a qualitative, longitudinal study on the impact of a partnership between a university and local school district to assert that excluding youth, teacher candidates, and other s…
No prominent works on this page.
Redefining “Boundary-Spanning Teacher Educator” for Critical Clinical Practice
In pursuit of preparing social justice educators, the authors argue for the inclusion of young adolescents and teacher candidates as boundary-spanning teacher educators who are both contributors to and recipients of professional knowledge and learning. The authors draw from a qualitative, longitudinal study on the impact of a partnership between a university and local school district to assert that excluding youth, teacher candidates, and other s…
Exploring the Lived Experiences of Middle Grades Teacher Candidates Engaging in Critical Consciousness to Inform Equity-Oriented and Responsive Teacher Education
To inform equity-oriented and responsive middle grades teacher education, the current article is a qualitative study of the lived experiences of middle grades teacher candidates enacting critical consciousness in their first semester in a two-year equity-oriented middle grades teacher preparation program. Equity-oriented and responsive middle grades teacher education is defined as professional learning for middle grades preservice and inservice t…
Educator Training and Historical Pedagogy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Qualitative research (2 works) · Sociology (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Assertion (1 work) · Collaborative Teaching and Inclusion (1 work) · Consciousness (1 work)