Laura Quaynor
Biographic Data
| ID | 6458309 |
|---|---|
| NAME | Laura Quaynor |
| GIVEN NAMES | Laura |
| FAMILY NAME | Quaynor |
| SIGNATURE | QUAYNOR L |
| AFFILIATIONS | Lewis University |
| ORCID | 0000-0002-3598-6733 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Engagement and identity among pre-service teachers in English learner coursework
This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the …
Doctoral Students’ Experiences, Self-Efficacy, and Sense of Belonging Related to Academic Writing in an Online Program
Considering the expansion of online graduate education, higher education practitioners must support student belonging and academic writing in this growing context. The purpose of this mixed-methods study was to use social cognitive theory to explore how students in an online Doctor of Education program experience becoming academic writers and to examine trends in students’ belonging and writing self-efficacy. This explanatory sequential design st…
Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory
This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specif…
Remembering West African indigenous knowledges and practices in citizenship education research
Democratic citizenship education is of key concern in many societies, particularly with the adoption of global citizenship education in the United Nations’ Education First Initiative. There have been particular critiques that current frameworks for understanding citizenship fail to account for civic understandings and practices in both African and African Diasporic societies. In this paper I share examples of indigenous civic knowledges and pract…
Constructing citizenship in post-conflict contexts: The cases of Liberia and Rwanda
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
I do not have the means to speak: ’ Educating youth for citizenship in post-conflict Liberia
Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monro…
I do not have the means to speak: ’ Educating youth for citizenship in post-conflict Liberia
Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monro…
Remembering West African indigenous knowledges and practices in citizenship education research
Democratic citizenship education is of key concern in many societies, particularly with the adoption of global citizenship education in the United Nations’ Education First Initiative. There have been particular critiques that current frameworks for understanding citizenship fail to account for civic understandings and practices in both African and African Diasporic societies. In this paper I share examples of indigenous civic knowledges and pract…
Constructing citizenship in post-conflict contexts: The cases of Liberia and Rwanda
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
I do not have the means to speak: ’ Educating youth for citizenship in post-conflict Liberia
Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monro…
Constructing citizenship in post-conflict contexts: The cases of Liberia and Rwanda
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
Remembering West African indigenous knowledges and practices in citizenship education research
Democratic citizenship education is of key concern in many societies, particularly with the adoption of global citizenship education in the United Nations’ Education First Initiative. There have been particular critiques that current frameworks for understanding citizenship fail to account for civic understandings and practices in both African and African Diasporic societies. In this paper I share examples of indigenous civic knowledges and pract…
Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory
This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specif…
Doctoral Students’ Experiences, Self-Efficacy, and Sense of Belonging Related to Academic Writing in an Online Program
Considering the expansion of online graduate education, higher education practitioners must support student belonging and academic writing in this growing context. The purpose of this mixed-methods study was to use social cognitive theory to explore how students in an online Doctor of Education program experience becoming academic writers and to examine trends in students’ belonging and writing self-efficacy. This explanatory sequential design st…
Engagement and identity among pre-service teachers in English learner coursework
This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the …
Sociology (6 works) · Educator Training and Historical Pedagogy (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Citizenship (3 works) · Global Education and Multiculturalism (3 works) · Mathematics education (3 works) · Politics (3 works) · Citizenship education (2 works)