基本信息
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职业迁徙
个人简介
Areas of Expertise
Teacher education & certification
Teacher professional development
Mentoring & teacher induction
English education
History/social studies education
LGBTQ issues in education
Research Interests and Current Projects
Dr. Kavanagh studies the pedagogy of teacher education. In particular, her scholarship focuses on practice-based pedagogical approaches to preparing teachers to engage in inquiry-based instruction. She is currently leading two large research teams in multiyear investigations of innovative designs for teacher learning. The first is a study of teacher learning within Penn GSE’s Project-Based Learning Certificate Program. The second is a study of teaching learning within the school-based learning labs that she facilitates in the School District of Philadelphia.
These current projects build off of Dr. Kavanagh’s recent work, including an investigation of the relationship between teacher educators’ pedagogy and novice teacher take-up of instructional practices associated with facilitating discussions of texts in secondary English and history classrooms. Her work on this topic has appeared in the American Educational Research Journal (2017), the Journal of Teacher Education (2018), and Teaching and Teacher Education (in press). Along with studying English and history teachers’ practice as it relates to content instruction, Dr. Kavanagh has also investigated their practice as it relates to equity issues, particularly how teachers’ instructional practice changes when they integrate content relating to lesbian, gay, bisexual, and queer (LGBTQ) people, families, and communities. This work has appeared in Teachers College Record (2016), the International Journal of Multicultural Education (2016), and Equity & Excellence in Education (in press).
Teacher education & certification
Teacher professional development
Mentoring & teacher induction
English education
History/social studies education
LGBTQ issues in education
Research Interests and Current Projects
Dr. Kavanagh studies the pedagogy of teacher education. In particular, her scholarship focuses on practice-based pedagogical approaches to preparing teachers to engage in inquiry-based instruction. She is currently leading two large research teams in multiyear investigations of innovative designs for teacher learning. The first is a study of teacher learning within Penn GSE’s Project-Based Learning Certificate Program. The second is a study of teaching learning within the school-based learning labs that she facilitates in the School District of Philadelphia.
These current projects build off of Dr. Kavanagh’s recent work, including an investigation of the relationship between teacher educators’ pedagogy and novice teacher take-up of instructional practices associated with facilitating discussions of texts in secondary English and history classrooms. Her work on this topic has appeared in the American Educational Research Journal (2017), the Journal of Teacher Education (2018), and Teaching and Teacher Education (in press). Along with studying English and history teachers’ practice as it relates to content instruction, Dr. Kavanagh has also investigated their practice as it relates to equity issues, particularly how teachers’ instructional practice changes when they integrate content relating to lesbian, gay, bisexual, and queer (LGBTQ) people, families, and communities. This work has appeared in Teachers College Record (2016), the International Journal of Multicultural Education (2016), and Equity & Excellence in Education (in press).
研究兴趣
论文共 33 篇作者统计合作学者相似作者
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Teaching and Teacher Education (2024): 104575
TEACHING AND TEACHER EDUCATION (2024): 104410
TEACHING AND TEACHER EDUCATION (2023): 104275-104275
Teaching and Teacher Education (2023): 104255-104255
Ashley Seidel Potvin,Emily Adah Miller, Rachel Kuck,Leema Kuhn Berland,Alison G. Boardman,Sarah Schneider Kavanagh, Tiffany Lee Clark, Britte Haugan Cheng
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