P Gayle Andrews
Biographic Data
| ID | 6207514 |
|---|---|
| NAME | P Gayle Andrews |
| GIVEN NAMES | P Gayle |
| FAMILY NAME | Andrews |
| SIGNATURE | ANDREWS P G |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0001-5814-6799 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Middle-Level Teacher Development and Identity
Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher…
Middle Level Teacher Development for Advocacy
In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates…
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…
Middle-Level Teacher Development and Identity
Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher…
Middle Level Teacher Development for Advocacy
In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates…
Educator Training and Historical Pedagogy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Mathematics education (2 works) · Qualitative research (2 works) · Teacher education (2 works) · Aesthetics (1 work) · Art (1 work)