Lynne Hamer
Biographic Data
| ID | 653159 |
|---|---|
| NAME | Lynne Hamer |
| GIVEN NAMES | Lynne |
| FAMILY NAME | Hamer |
| SIGNATURE | HAMER L |
| AFFILIATIONS | University of Toledo |
| ORCID | 0000-0002-8911-9811 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar
Toward a Cultural Framework for Dialogue About Justice
This article addresses what justice is and how it is perceived by members in the Black community. The Black community is composed of people of all races and ethnicities who live and/or work in predominantly Black areas. Interviews were conducted and analyzed focusing on this question: “What is justice?” The Black community does not have a monolithic view of the meaning of justice, nor of the process. We interpreted participants’ definition of jus…
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Xenophobia in Schools
Current waves of violence against immigrants are part of a long tradition in the United States. Xenophobia, or “hostility to the Other” (Gellner 1995, 6), is inextricably linked with dominant cultu
Law & Order Forever; Amnesty Never”? Understanding and Challenging Xenophobia
The Utility of an Involvement and Talent Development Framework in Defining Charter School Success: A Pilot Study
The purpose of this pilot study was to explore the utility of an involvement and talent development framework in assessing the success of charter schools and their students. Focus group interviews were conducted with parent/guardians and teachers in four charter schools in Ohio. Teachers and parents mentioned the involvement of students, teachers, and parents and the growth in students’cognitive and affective talents as important indicators of sc…
Oralized History: History Teachers as Oral History Tellers
Additional informationNotes on contributorsLynne HamerLynne Hamer is Assistant Professor of Educational Foundations and Leadership in The College of Education of The University of Toledo. She received her Ph.D. in Folklore from Indiana University, where she worked at the Center on History-Making in America.
Folklore in Schools and Multicultural Education: Toward Institutionalizing Noninstitutional Knowledge
Analysis of published materials from the Folk Arts in Education/Folk Arts in Schools movement (FAIE) reveals common themes: valuing nonprofessional artistry, instilling local pride, challenging the dominance of elite and popular culture, acknowledging "indigenous teachers," and promoting collaborative action. After reviewing codified approaches to multicultural education, I suggest that explicating and building on parallels between FAIE and "crit…
A folkloristic approach to understanding teachers as storytellers
This article presents a folkloristic analysis of two history teachers' performances of lectures in an eleventh-grade American history course. Folklore is defined as the situated performance of a traditionalized text (in this case, from the course textbook) in which the performer (the teacher) takes responsibility for communicating a version of the text to the audience (the students) that is meaningful to them in their current situation. Using per…
Caging Wild Birds: Making "Real Boys" into "Real Men" at the Interlaken School, 1907-1918
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Xenophobia in Schools
Current waves of violence against immigrants are part of a long tradition in the United States. Xenophobia, or “hostility to the Other” (Gellner 1995, 6), is inextricably linked with dominant cultu
Oralized History: History Teachers as Oral History Tellers
Additional informationNotes on contributorsLynne HamerLynne Hamer is Assistant Professor of Educational Foundations and Leadership in The College of Education of The University of Toledo. She received her Ph.D. in Folklore from Indiana University, where she worked at the Center on History-Making in America.
Folklore in Schools and Multicultural Education: Toward Institutionalizing Noninstitutional Knowledge
Analysis of published materials from the Folk Arts in Education/Folk Arts in Schools movement (FAIE) reveals common themes: valuing nonprofessional artistry, instilling local pride, challenging the dominance of elite and popular culture, acknowledging "indigenous teachers," and promoting collaborative action. After reviewing codified approaches to multicultural education, I suggest that explicating and building on parallels between FAIE and "crit…
A folkloristic approach to understanding teachers as storytellers
This article presents a folkloristic analysis of two history teachers' performances of lectures in an eleventh-grade American history course. Folklore is defined as the situated performance of a traditionalized text (in this case, from the course textbook) in which the performer (the teacher) takes responsibility for communicating a version of the text to the audience (the students) that is meaningful to them in their current situation. Using per…
Caging Wild Birds: Making "Real Boys" into "Real Men" at the Interlaken School, 1907-1918
A folkloristic approach to understanding teachers as storytellers
This article presents a folkloristic analysis of two history teachers' performances of lectures in an eleventh-grade American history course. Folklore is defined as the situated performance of a traditionalized text (in this case, from the course textbook) in which the performer (the teacher) takes responsibility for communicating a version of the text to the audience (the students) that is meaningful to them in their current situation. Using per…
Oralized History: History Teachers as Oral History Tellers
Additional informationNotes on contributorsLynne HamerLynne Hamer is Assistant Professor of Educational Foundations and Leadership in The College of Education of The University of Toledo. She received her Ph.D. in Folklore from Indiana University, where she worked at the Center on History-Making in America.
Folklore in Schools and Multicultural Education: Toward Institutionalizing Noninstitutional Knowledge
Analysis of published materials from the Folk Arts in Education/Folk Arts in Schools movement (FAIE) reveals common themes: valuing nonprofessional artistry, instilling local pride, challenging the dominance of elite and popular culture, acknowledging "indigenous teachers," and promoting collaborative action. After reviewing codified approaches to multicultural education, I suggest that explicating and building on parallels between FAIE and "crit…
The Utility of an Involvement and Talent Development Framework in Defining Charter School Success: A Pilot Study
The purpose of this pilot study was to explore the utility of an involvement and talent development framework in assessing the success of charter schools and their students. Focus group interviews were conducted with parent/guardians and teachers in four charter schools in Ohio. Teachers and parents mentioned the involvement of students, teachers, and parents and the growth in students’cognitive and affective talents as important indicators of sc…
Law & Order Forever; Amnesty Never”? Understanding and Challenging Xenophobia
Xenophobia in Schools
Current waves of violence against immigrants are part of a long tradition in the United States. Xenophobia, or “hostility to the Other” (Gellner 1995, 6), is inextricably linked with dominant cultu
Toward a Cultural Framework for Dialogue About Justice
This article addresses what justice is and how it is perceived by members in the Black community. The Black community is composed of people of all races and ethnicities who live and/or work in predominantly Black areas. Interviews were conducted and analyzed focusing on this question: “What is justice?” The Black community does not have a monolithic view of the meaning of justice, nor of the process. We interpreted participants’ definition of jus…
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar
Sociology (10 works) · Pedagogy (7 works) · Psychology (7 works) · Political science (5 works) · Criminology (4 works) · Anthropology (3 works) · Art (3 works) · Educator Training and Historical Pedagogy (3 works) · Folklore (3 works) · Law (3 works)