Esther A Enright | Boise State University (original) (raw)

Uploads

Papers by Esther A Enright

Rayle in the Center for Higher and Postsecondary Education (CSHPE). You have been so kind and hel... more Rayle in the Center for Higher and Postsecondary Education (CSHPE). You have been so kind and helpful throughout the whole process. Although they have retired or moved on to other positions, I want to thank Ron Miller, Joan McCoy, and John Moje for their kindness and support. Thank you to Joanna Elliott and Zachary Power for all the kind words, smiles, and assistance with technology. Thank you Kyana Taylor, Tom Drake, and Danielle Dimcheff for the hugs and conversations over the years. I will also miss my friends and colleagues in the Office of

The International Journal of Teaching and Learning in Higher Education, 2020

This study examines the impact of a pedagogical strategy using individual life mapping as a found... more This study examines the impact of a pedagogical strategy using individual life mapping as a foundational piece of a graduate educational leadership program. We argue that active learning opportunities, like life mapping, allow educational leadership students to explore more fully their sense-making processes about systems leadership, which is foundational to their developing mindsets and leadership skills. Jäppinen (2014) suggests that educational leadership programs should aim to allow students to make sense of the complexity around them and study the viewpoint of collaborative non-linear human interactions in their journey to leadership. Data and artifacts were collected from 41 graduate students; their ages ranged from 29 to 65 with the median age being 46. All the participants were enrolled in the closed-cohort, executive educational leadership program working toward an Educational Specialist degree and superintendent certification. The final condensing of the initial categories into macro-level themes illustrated that students perceived the life mapping activity as a catalyst for learning about themselves and others, building a successful cohort, and affirming their decisions to become systems leaders.

Religion & Education, 2020

This study contributes to our understanding of how pre-service teachers engage in courses that di... more This study contributes to our understanding of how pre-service teachers engage in courses that discuss racism, whiteness, Christian privilege, and religious diversity. First, we contextualize the racialization of religion in U.S. society and describe the literature distinguishing Christian privilege, hegemony, and whiteness, as well as what is known about teachers’ understanding of religion. Second, we present our theoretical framework, which is informed by intersectionality theory and critical whiteness studies. Third, we share the findings from our longitudinal study of pre-service teacher coursework. Finally, we conclude with implications and recommendations for increased religious literacies within teacher education.

The Journal of Social Studies Research

Esther A. Enright, 2021

https://scholar.google.com/citations?user=Jw7ZN2MAAAAJ&hl=en

International Congress on Mathematical Education, 2016

Questions and questioning practices are central to teaching, yet we do not have a common professi... more Questions and questioning practices are central to teaching, yet we do not have a common professional language to talk about them in teacher preparation and professional learning. This study examined TIMSS video records of practice from three countries looking for patterns in question content and teacher and student interaction to determine the function questions serve in instruction. We found common patterns in function that we used to create a beginning typology, yet observed meaningful differences across countries in how the questions were leveraged in teaching.

Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy, 2018

While there are documented benefits of full-time faculty participating in clinical supervision, c... more While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. Feedback is central to our work as liaisons (i.e., university-based supervisors) with teacher candidates in the field and critical to their learning and improvement (Hattie & Timperley, 2007). Through this self-study, we sought to answer the following research question: What underlying tensions constrain our feedback, as liaisons, to our teacher candidates in clinical placements? How can we better negotiate those tensions to make this work sustainable for full-time faculty?

Journal of Practitioner Research, 2019

This collaborative self-study of teacher educators’ feedback practices argues for an intentional ... more This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.

International Journal of Teaching and Learning in Higher Education, 2020