Teacher Agency and Resilience in the Age of Neoliberalism
Bibliographic Data
| ID | 4806985 |
|---|---|
| Authors | Tonya Bartell (0000-0002-0820-9699, Michigan State University, Lansing, USA, corresponding author), Christine L Cho (0000-0002-4677-2124, Michigan State University), Christine Cho (0000-0003-0855-1811, Michigan State University, Lansing, USA), Corey Drake (Michigan State University, Lansing, USA), Emery Petchauer (0009-0003-7398-6683, Michigan State University, Lansing, USA), Gail Richmond (0000-0002-4425-4438, Michigan State University, Lansing, USA) |
| Year | 2019 |
| Volume | 70 |
| Issue | 4 |
| Pages | 302-305 |
| Publication date | 2019-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119865216 |
| OpenAlex | W2964928141 |
| Language | EN |
| Citations received | 26 |
| References cited | 25 |
Agency (philosophy) · Economic growth · Economics · Neoliberalism (international relations) · Pedagogy · Political science · Psychological resilience · Resilience (materials science) · Social science · Sociology · Global Educational Policies and Reforms · Psychology · Resilience and Mental Health · Social Psychology
A Teacher Residency’s Ecologies of Support
Challenges to Professional Socialization of Female English Teachers in Pakistan
An evaluation of a professional development program aimed at empowering teachers’ agency for social justice
Identifying and Distinguishing Among Teachers’ Supplementary Curriculum Use Patterns Using the Lasso
Assessing and comparing alternative certification programs
Inspiring, Supporting, and Propelling Urban Educators
Finding a Way
Refutation of neoliberal educational policies based on Millian principles
Regress instead of progress
Teachers’ Insights on Cultivating Inclusive Education for Students with Complex Support Needs
Praxis crisis and the trouble with science teacher education for emergent bilingual learners
Organizing Possible Futures
A Theoretical Framework for Studying Teachers’ Curriculum Supplementation
Connected by emotion
The development and impact of teachers’ collective agency during Covid-19
“There Just Isn’t Enough of Me”
Curriculum and the power to ex(in)clude disabled students
Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived
Teacher agency in challenging school conditions
Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’
Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom
“It’s Not Just Math and Culture”
Educator Agency for Multilingual Learner Integration
Examining Teacher Leadership in the United States
Agents, Agency, and Teacher Education
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
Teacher identity and agency in an era of accountability
The role of beliefs in teacher agency
Seven Traps of the Common Core State Standards
Teachers are works in progress”
Resilience strategies for new teachers in high-needs areas
Initial teacher education
Activism through attrition
Understanding (in)formal learning in an academic development programme
American Educational Research Journal, 1964-1968
Social Cognitive Theory
Exploring the Boundary-Heightening Experiences of Black Male Teachers
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Lessons for Teacher Education
Core Teaching Practices
Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education
Making Connections in Practice
The Strength of Weak Ties
| Unique citing works | 26 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |