Anne Burns Thomas | SUNY Cortland (original) (raw)
Anne Burns Thomas is an associate professor in the Foundations and Social Advocacy Department in the School of Education at SUNY College at Cortland. Additionally, she coordinates the C.U.R.E. program, a comprehensive urban teacher education effort. Her research interests include teacher preparation for high needs schools, and the role of foundations of education in teacher preparation.
Supervisors: Katherine Schultz
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Papers by Anne Burns Thomas
Teaching and Teacher Education, 2017
h i g h l i g h t s Scripted curricula appealed to teachers' belief in fairness but obscured dive... more h i g h l i g h t s Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise.
Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was pe... more Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise. New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise.
Penn Gse Perspectives on Urban Education, 2007
Although teaching for social justice is a widely recognized goal of many teacher education progra... more Although teaching for social justice is a widely recognized goal of many teacher education programs, there are few supports for new teachers who wish to continue this kind of practice. In this article, I discuss the ways that a group of four new teachers found flexible support for developing a vision of teaching for social justice through participation in a teacher professional development network. In a context of political upheaval and wide-sweeping reforms, the new teachers planned and executed an event that celebrated the capabilities and talents of all children. Although this event had roots in the traditions of the professional development network, the new teachers brought certain generational specific concerns to their vision of social justice teaching, particularly around questions of action and audience. Exploring the ways that new teachers are supported to teach for social justice has implications for teacher education programs, teacher retention efforts, and professional development.
Teachers College Record, 2009
Background: The need to support new teachers in urban public schools is well established, given c... more Background: The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the ...
Wagadu a Journal of Transnational Women S and Gender Studies, Oct 1, 2011
Professional Development in Education, 2012
Teaching and Teacher Education, 2017
h i g h l i g h t s Scripted curricula appealed to teachers' belief in fairness but obscured dive... more h i g h l i g h t s Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise.
Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was pe... more Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise. New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise.
Penn Gse Perspectives on Urban Education, 2007
Although teaching for social justice is a widely recognized goal of many teacher education progra... more Although teaching for social justice is a widely recognized goal of many teacher education programs, there are few supports for new teachers who wish to continue this kind of practice. In this article, I discuss the ways that a group of four new teachers found flexible support for developing a vision of teaching for social justice through participation in a teacher professional development network. In a context of political upheaval and wide-sweeping reforms, the new teachers planned and executed an event that celebrated the capabilities and talents of all children. Although this event had roots in the traditions of the professional development network, the new teachers brought certain generational specific concerns to their vision of social justice teaching, particularly around questions of action and audience. Exploring the ways that new teachers are supported to teach for social justice has implications for teacher education programs, teacher retention efforts, and professional development.
Teachers College Record, 2009
Background: The need to support new teachers in urban public schools is well established, given c... more Background: The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the ...
Wagadu a Journal of Transnational Women S and Gender Studies, Oct 1, 2011
Professional Development in Education, 2012