Monica Miller Marsh
Biographic Data
| ID | 6487640 |
|---|---|
| NAME | Monica Miller Marsh |
| GIVEN NAMES | Monica Miller |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH M M |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0001-7941-3622 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Working toward systemic change in education leadership
This qualitative case study critically examines how leadership at the Early Education Center, a university laboratory school affiliated with a midwestern university in the US, utilized research data to implement strategies to foster equity and stronger collaboration between educators and parents who identified as immigrants, refugees, asylees, and international students and scholars. Their ways of knowing and lived experiences were not reflected …
Exploring the capabilities of female high school students of colour, refugees and immigrants who aspire to become early childhood teachers
This qualitative study utilizes the capability approach to highlight the experiences of female high school students of colour, refugees, and immigrants in an early childhood pathway programme. The approach emphasises the complexity of factors that support or hinder four young women’s aspirations to become teachers. Arts-based and ethnographic data-gathering methods allowed these four aspiring teachers to share their perspectives through words and…
In Their Words
Fostering newly resettled refugee-background adolescents’ self-efficacy and advocacy in a community-based youth program
Purpose This study aims to explore the experiences of newly resettled refugee-background high school students participating in the Teen Response program, a community-based initiative to assist refugee-background adolescents (RBAs) in navigating educational and career opportunities in the midwestern USA. Design/methodology/approach Using a mixed-methods approach, this study examined twenty-two RBAs through survey and focus groups. Findings The fin…
Do you talk normal?”
Preschool teachers have a responsibility to create a sense of belonging for all children and families in their classroom community. Utilizing a funds of identity approach, this study examines how one preschool teacher uncovered the resources emergent bilingual children brought with them from home into school. She used this knowledge to intentionally create a play-based curriculum that strengthened relationships between and among children and prov…
The shaping of Ms. Nicholi
This article examines how teacher thinking is socially negotiated yet individually enacted. Through a case study approach, the author explores how the identities of a first-year kindergarten teacher were fashioned linguistically as she moved through the contexts of her teacher education program, the elementary school in which she taught and the personal aspects of her life. Using ethnographic techniques, multiple layers of data were gathered in n…
Examining the Discourses That Shape Our Teacher Identities
In this article I advocate for explicitly teaching prospective and practicing teachers about the concept of discourse. Within discourses, teachers, children, and families are positioned in very particular ways in relation to one another. Learning to examine the discourses through which we enact our teaching lives provides us with opportunities to select those discourses that allow for the creation of positive social and academic identities for th…
Genre and practice
Examining the Discourses That Shape Our Teacher Identities
In this article I advocate for explicitly teaching prospective and practicing teachers about the concept of discourse. Within discourses, teachers, children, and families are positioned in very particular ways in relation to one another. Learning to examine the discourses through which we enact our teaching lives provides us with opportunities to select those discourses that allow for the creation of positive social and academic identities for th…
The shaping of Ms. Nicholi
This article examines how teacher thinking is socially negotiated yet individually enacted. Through a case study approach, the author explores how the identities of a first-year kindergarten teacher were fashioned linguistically as she moved through the contexts of her teacher education program, the elementary school in which she taught and the personal aspects of her life. Using ethnographic techniques, multiple layers of data were gathered in n…
Genre and practice
Genre and practice
The shaping of Ms. Nicholi
This article examines how teacher thinking is socially negotiated yet individually enacted. Through a case study approach, the author explores how the identities of a first-year kindergarten teacher were fashioned linguistically as she moved through the contexts of her teacher education program, the elementary school in which she taught and the personal aspects of her life. Using ethnographic techniques, multiple layers of data were gathered in n…
Examining the Discourses That Shape Our Teacher Identities
In this article I advocate for explicitly teaching prospective and practicing teachers about the concept of discourse. Within discourses, teachers, children, and families are positioned in very particular ways in relation to one another. Learning to examine the discourses through which we enact our teaching lives provides us with opportunities to select those discourses that allow for the creation of positive social and academic identities for th…
Do you talk normal?”
Preschool teachers have a responsibility to create a sense of belonging for all children and families in their classroom community. Utilizing a funds of identity approach, this study examines how one preschool teacher uncovered the resources emergent bilingual children brought with them from home into school. She used this knowledge to intentionally create a play-based curriculum that strengthened relationships between and among children and prov…
Fostering newly resettled refugee-background adolescents’ self-efficacy and advocacy in a community-based youth program
Purpose This study aims to explore the experiences of newly resettled refugee-background high school students participating in the Teen Response program, a community-based initiative to assist refugee-background adolescents (RBAs) in navigating educational and career opportunities in the midwestern USA. Design/methodology/approach Using a mixed-methods approach, this study examined twenty-two RBAs through survey and focus groups. Findings The fin…
In Their Words
Working toward systemic change in education leadership
This qualitative case study critically examines how leadership at the Early Education Center, a university laboratory school affiliated with a midwestern university in the US, utilized research data to implement strategies to foster equity and stronger collaboration between educators and parents who identified as immigrants, refugees, asylees, and international students and scholars. Their ways of knowing and lived experiences were not reflected …
Exploring the capabilities of female high school students of colour, refugees and immigrants who aspire to become early childhood teachers
This qualitative study utilizes the capability approach to highlight the experiences of female high school students of colour, refugees, and immigrants in an early childhood pathway programme. The approach emphasises the complexity of factors that support or hinder four young women’s aspirations to become teachers. Arts-based and ethnographic data-gathering methods allowed these four aspiring teachers to share their perspectives through words and…
Pedagogy (6 works) · Psychology (5 works) · Sociology (5 works) · Teacher Education and Leadership Studies (4 works) · Early childhood education (3 works) · Ethnography (3 works) · Identity (music (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Political science (3 works)