Dorothea Anagnostopoulos
University of Connecticut
Agency (philosophy)EngineeringConceptual frameworkSociologyMathematics educationDomain (software engineering)Work (electrical)Best practiceQualitative researchPedagogyProgram Design LanguageLanguage artsScholarshipFace (sociological concept)Quality (business)CraftClassroom managementExpansiveTeacher educationMathematics instructionEvaluation policyPublic relationsProfessional developmentManagement scienceEducation reformTeaching method
5Publications
1H-index
8Citations
Publications 6
Newest
#1Peter Youngs (UVA: University of Virginia)H-Index: 23
#2Lauren Molloy Elreda (UVA: University of Virginia)H-Index: 4
Last. Spyros Konstantopoulos (MSU: Michigan State University)H-Index: 30
view all 6 authors...
Abstract null null This study of 83 graduates from 5 elementary teacher education programs found that elementary candidates' opportunities to learn general teaching methods were positively associated with their enactment as first-year teachers of ambitious mathematics and English language arts (ELA) practices. Opportunities to practice content-specific instructional strategies during student teaching were positively associated with first-year teachers' enactment of ambitious mathematics practice...
Source
#1Suzanne M. Wilson (UConn: University of Connecticut)H-Index: 24
#2Dorothea Anagnostopoulos (UConn: University of Connecticut)H-Index: 1
This methodological guidance paper discusses the craft of reviewing qualitative research for a systematic review. Qualitative research is an expansive and wide-ranging domain that includes research...
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#1Dorothea Anagnostopoulos (UConn: University of Connecticut)H-Index: 1
#2Suzanne M. Wilson (UConn: University of Connecticut)H-Index: 24
Last. Sian Charles-Harris (UConn: University of Connecticut)H-Index: 1
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Abstract Global attention on teacher evaluation increasingly compels teachers to enter public debates about their work. Drawing on pragmatic sociology, the authors present analyses of media texts from 2008 to 2017 that identify the justification frameworks teachers mobilized to critique a prominent US evaluation policy and defend teaching as a complex craft. Policymakers, reformers, and researchers, however, re-articulated teachers’ critiques, narrowly focusing the debate on teachers’ technical ...
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AbstractBeginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs’ management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierar...
Source
#1Dorothea Anagnostopoulos (UConn: University of Connecticut)H-Index: 1
#2Thomas H. Levine (UConn: University of Connecticut)H-Index: 9
Last. Allison Lombardi (UConn: University of Connecticut)H-Index: 20
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AbstractUniversity-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engestrom’s expansive learning theory and our own efforts to redesign our teacher education program alon...
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#1Rene RoselleH-Index: 2
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