Elizabeth E Blair
Biographic Data
| ID | 6270825 |
|---|---|
| NAME | Elizabeth E Blair |
| GIVEN NAMES | Elizabeth E |
| FAMILY NAME | Blair |
| SIGNATURE | BLAIR E E |
| AFFILIATIONS | University of Wisconsin–Whitewater |
| ORCID | 0000-0001-8191-0492 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Multimodal Simultaneous Analysis
Purpose This article describes Multimodal Simultaneous Analysis, a social semiotic approach designed to synchronously analyze multiple modes (visual, oral, textual, gestural) of data simultaneously to understand how they transact, interact and play in concert. Design/methodology/approach Multimodal Simultaneous Analysis is a social semiotic approach that extends existing multimodal methodologies by coordinating analysis of moment-to-moment multim…
Individual adjustments for many and structural change for some
Research on adolescent responsibilities outside of school rarely considers how schools and teachers mitigate the adverse consequences of those responsibilities on academic outcomes. We seek to understand when, and for whom, teachers and administrators accommodate students' out‐of‐school commitments. Analysing 61 interviews with teachers and staff at five high schools that serve predominantly low‐income students and survey responses from teachers …
Instructional Coordination for Response to Intervention
Purpose: This study examines how resources and organizational decisions within seven geographically diverse elementary schools shape instructional coordination for Tier 2 interventions within the Response to Intervention (RtI) framework. Research Methods: This work is part of a larger, multiple-case study examining how schools support academic achievement for economically disadvantaged students. We draw on qualitative interview and observation da…
Beyond Pronouns
Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education—teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students—must be meaningfully, intersectionally included in teacher education that aims to promote equity, democracy, and freedom through schoolin…
Collaborating in context
“I Know How to Read and All, but . . .”
This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject …
“Distressing” Situations and Differentiated Interventions
Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring p…
Measured vulnerability
This essay explores the implications of new managerialist policies entwined with right-wing ideological challenges for social justice teaching in higher education. We engage with reflexive memos of our experiences as social justice teacher educators and scholars, placing them in institutional and political context, to frame an analysis of how increased calls for faculty accountability to legislators, administrators, and the public, coupled with a…
We cannot imagine”
Partners for success? Undergraduate women’s post-feminist constructions of intimate relationships
Past research suggests that undergraduate women have faced educational cultures in which their college experience is defined through romantic experiences. This study expands this literature by investigating how heightened achievement expectations for undergraduate women inform their broader conceptions of intimate relationships, by asking the following research question: how do high-achieving undergraduate women conceptualise intimate relationshi…
We cannot imagine”
Partners for success? Undergraduate women’s post-feminist constructions of intimate relationships
Past research suggests that undergraduate women have faced educational cultures in which their college experience is defined through romantic experiences. This study expands this literature by investigating how heightened achievement expectations for undergraduate women inform their broader conceptions of intimate relationships, by asking the following research question: how do high-achieving undergraduate women conceptualise intimate relationshi…
Collaborating in context
Measured vulnerability
This essay explores the implications of new managerialist policies entwined with right-wing ideological challenges for social justice teaching in higher education. We engage with reflexive memos of our experiences as social justice teacher educators and scholars, placing them in institutional and political context, to frame an analysis of how increased calls for faculty accountability to legislators, administrators, and the public, coupled with a…
Partners for success? Undergraduate women’s post-feminist constructions of intimate relationships
Past research suggests that undergraduate women have faced educational cultures in which their college experience is defined through romantic experiences. This study expands this literature by investigating how heightened achievement expectations for undergraduate women inform their broader conceptions of intimate relationships, by asking the following research question: how do high-achieving undergraduate women conceptualise intimate relationshi…
Measured vulnerability
This essay explores the implications of new managerialist policies entwined with right-wing ideological challenges for social justice teaching in higher education. We engage with reflexive memos of our experiences as social justice teacher educators and scholars, placing them in institutional and political context, to frame an analysis of how increased calls for faculty accountability to legislators, administrators, and the public, coupled with a…
We cannot imagine”
“I Know How to Read and All, but . . .”
This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject …
“Distressing” Situations and Differentiated Interventions
Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring p…
Beyond Pronouns
Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education—teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students—must be meaningfully, intersectionally included in teacher education that aims to promote equity, democracy, and freedom through schoolin…
Collaborating in context
Individual adjustments for many and structural change for some
Research on adolescent responsibilities outside of school rarely considers how schools and teachers mitigate the adverse consequences of those responsibilities on academic outcomes. We seek to understand when, and for whom, teachers and administrators accommodate students' out‐of‐school commitments. Analysing 61 interviews with teachers and staff at five high schools that serve predominantly low‐income students and survey responses from teachers …
Instructional Coordination for Response to Intervention
Purpose: This study examines how resources and organizational decisions within seven geographically diverse elementary schools shape instructional coordination for Tier 2 interventions within the Response to Intervention (RtI) framework. Research Methods: This work is part of a larger, multiple-case study examining how schools support academic achievement for economically disadvantaged students. We draw on qualitative interview and observation da…
Multimodal Simultaneous Analysis
Purpose This article describes Multimodal Simultaneous Analysis, a social semiotic approach designed to synchronously analyze multiple modes (visual, oral, textual, gestural) of data simultaneously to understand how they transact, interact and play in concert. Design/methodology/approach Multimodal Simultaneous Analysis is a social semiotic approach that extends existing multimodal methodologies by coordinating analysis of moment-to-moment multim…
Pedagogy (9 works) · Psychology (9 works) · Sociology (7 works) · Mathematics education (6 works) · Gender Roles and Identity Studies (4 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Computer Science (3 works) · Critical Race Theory in Education (3 works) · Qualitative research (3 works)