Tanya Maloney - Academia.edu (original) (raw)

Papers by Tanya Maloney

Research paper thumbnail of Using dilemma protocol discussions in antiracist teacher preparation

Teaching and Teacher Education, 2023

Teacher educators need tools to create generative and equitable spaces for their pre-service teac... more Teacher educators need tools to create generative and equitable spaces for their pre-service teachers (PSTs) to engage in critical conversations about racism, particularly in diverse contexts. This study considers the utility of dilemma protocol discussions as one such tool. Data include transcripts of class sessions and students' written reflections collected across four semesters of a seminar course focused on developing antiracist teachers. While the dilemma protocol discussions did provide a way for PSTs to share in collaborative critical reflection, the facilitator needed to engage in racial prompting. The article concludes with implications for teacher educators.

Research paper thumbnail of Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom

Journal for Research in Mathematics Education, Jul 1, 2020

Research paper thumbnail of It's More Than Skills and Practices: Developing Teachers' Justice-Oriented Dispositions

Proceedings of the 2022 AERA Annual Meeting, 2022

Research paper thumbnail of Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis

Cognition and Instruction, Aug 23, 2016

Research paper thumbnail of Black Teacher Educator, White Teacher Interns

Routledge eBooks, Mar 27, 2017

Research paper thumbnail of Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform

Berkeley review of education, 2017

Research paper thumbnail of Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

Journal of research on leadership education, Apr 4, 2019

Research paper thumbnail of Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces

Review of Education, Pedagogy, and Cultural Studies, Oct 20, 2019

Research paper thumbnail of Pre-service School Leaders’ Sensemaking of Supervising for Equity

Journal of education human resources, 2020

Given increasing diversity in the United States and enduring educational inequities, leadership p... more Given increasing diversity in the United States and enduring educational inequities, leadership preparation programs are increasingly called upon to prepare pre-service leaders (PSLs) for social justice. In this qualitative study, we draw on sensemaking theory to examine how 83 PSLs enrolled in a supervisory preparation course grappled with the call to embrace leadership for equity. The data collected in this study included transcripts of in-class discussions, online discussion posts, and individual reflections. Findings suggest PSLs negotiated prescribed resources (video, readings, the Danielson framework, and class discussions) and selected resources (personal and professional experiences) to make sense of hypothetical scenarios and grapple with what it means to be an equity-oriented school leader. The authors discuss pedagogical insights for equity-oriented leadership preparation programs.

Research paper thumbnail of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children - Edited by Danny Martin

Anthropology & Education Quarterly, Jun 23, 2010

... Mathematics Teaching, Learning, and Liberation in the Lives of Black Children – Edited by Dan... more ... Mathematics Teaching, Learning, and Liberation in the Lives of Black Children – Edited by Danny Martin. Janine Remillard,; Joshua A. Taton,; Vivian Lim,; Tanya Maloney,; Luke Reinke. Article first published online: 23 JUN 2010. DOI: 10.1111/j.1548-1492.2010.01081.x. ...

Research paper thumbnail of The impact of the teach for America experience on emerging leaders

Teach For America (TFA) seeks to build a movement of leaders who – through their experience teach... more Teach For America (TFA) seeks to build a movement of leaders who – through their experience teaching in a high need school – develop a deep commitment to solving educational inequity. This study provides an empirical examination of TFA\u27s theory of change while at the same time, addressing persistent questions in teacher education related to how the learning-to-teach process provides a site for young people to develop their understanding of the ways race and social class matter both in and outside the classroom. This study addresses the following research questions: In what ways do alumni believe their TFA experience informs their personal and professional identities? What do TFA alumni believe about the ways that race and class matter in education? The study uses ethnographic data collection methods to examine the experience of 17 TFA alumni from a single corps. Identity development theories and experiential learning theory are operationalized to analyze the data. The findings locate the experiences that incite the learning process within new teachers as well as reveal the types of understandings, beliefs, and commitments that endure beyond participation in a preparation program. This study adds to the narrow academic literature that compares TFA teachers to their non-TFA peers as well as the current research on teacher identity development that is centered on university-based programs involving a practicum experience and coursework. Addressing these research questions provides insight for teacher educators working to understand how to prepare new teachers to take on leadership roles in the fight for educational equity. I offer suggestions for TFA and teacher preparation programs that are considered alternative route, or fast-track, as well as more traditional programs

Research paper thumbnail of Teaching school finance to preservice teachers with a team-based simulation

Teaching and Teacher Education, Oct 1, 2019

Research paper thumbnail of The Role of Teacher Education Programs in Developing Teacher Candidates’ Antiracist Stance on Teaching

Equity & Excellence in Education

This article presents an argument that although teacher education programs may aim to prepare tea... more This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates’ experiences learning to teach across three different types of teacher preparation pro- grams and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for develop- ing teacher candidates’ antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching.

Research paper thumbnail of Using dilemma protocol discussions in antiracist teacher preparation

Teaching and Teacher Education, 2023

Teacher educators need tools to create generative and equitable spaces for their pre-service teac... more Teacher educators need tools to create generative and equitable spaces for their pre-service teachers (PSTs) to engage in critical conversations about racism, particularly in diverse contexts. This study considers the utility of dilemma protocol discussions as one such tool. Data include transcripts of class sessions and students' written reflections collected across four semesters of a seminar course focused on developing antiracist teachers. While the dilemma protocol discussions did provide a way for PSTs to share in collaborative critical reflection, the facilitator needed to engage in racial prompting. The article concludes with implications for teacher educators.

Research paper thumbnail of It's More Than Skills and Practices: Developing Teachers' Justice-Oriented Dispositions

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom

Journal for Research in Mathematics Education, 2020

This multimethod study draws on theories of teacher care, dispositions, and culturally relevant p... more This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n= 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care:empathetic,transactional, andblended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.

Research paper thumbnail of Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

Journal of Research on Leadership Education, 2019

This article documents two professors’ inquiry into a lesson on supervising for equity in a super... more This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

Research paper thumbnail of Overlapping Narratives: Documenting New Teachers Negotiations of Race Notions of Civic Engagement in Urban Schools

Research paper thumbnail of Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces

Review of Education, Pedagogy, and Cultural Studies, 2019

Research paper thumbnail of Berkeley Review of Education Title Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform Journal Berkeley Review of Education, 6(2) Publication Date Engaging Diversity and Marginalization through Participatory Action Research: A Model ...

Authored by a university researcher, school practitioner, and high school student, 2 this article... more Authored by a university researcher, school practitioner, and high school student, 2 this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform.

Research paper thumbnail of Using dilemma protocol discussions in antiracist teacher preparation

Teaching and Teacher Education, 2023

Teacher educators need tools to create generative and equitable spaces for their pre-service teac... more Teacher educators need tools to create generative and equitable spaces for their pre-service teachers (PSTs) to engage in critical conversations about racism, particularly in diverse contexts. This study considers the utility of dilemma protocol discussions as one such tool. Data include transcripts of class sessions and students' written reflections collected across four semesters of a seminar course focused on developing antiracist teachers. While the dilemma protocol discussions did provide a way for PSTs to share in collaborative critical reflection, the facilitator needed to engage in racial prompting. The article concludes with implications for teacher educators.

Research paper thumbnail of Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom

Journal for Research in Mathematics Education, Jul 1, 2020

Research paper thumbnail of It's More Than Skills and Practices: Developing Teachers' Justice-Oriented Dispositions

Proceedings of the 2022 AERA Annual Meeting, 2022

Research paper thumbnail of Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis

Cognition and Instruction, Aug 23, 2016

Research paper thumbnail of Black Teacher Educator, White Teacher Interns

Routledge eBooks, Mar 27, 2017

Research paper thumbnail of Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform

Berkeley review of education, 2017

Research paper thumbnail of Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

Journal of research on leadership education, Apr 4, 2019

Research paper thumbnail of Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces

Review of Education, Pedagogy, and Cultural Studies, Oct 20, 2019

Research paper thumbnail of Pre-service School Leaders’ Sensemaking of Supervising for Equity

Journal of education human resources, 2020

Given increasing diversity in the United States and enduring educational inequities, leadership p... more Given increasing diversity in the United States and enduring educational inequities, leadership preparation programs are increasingly called upon to prepare pre-service leaders (PSLs) for social justice. In this qualitative study, we draw on sensemaking theory to examine how 83 PSLs enrolled in a supervisory preparation course grappled with the call to embrace leadership for equity. The data collected in this study included transcripts of in-class discussions, online discussion posts, and individual reflections. Findings suggest PSLs negotiated prescribed resources (video, readings, the Danielson framework, and class discussions) and selected resources (personal and professional experiences) to make sense of hypothetical scenarios and grapple with what it means to be an equity-oriented school leader. The authors discuss pedagogical insights for equity-oriented leadership preparation programs.

Research paper thumbnail of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children - Edited by Danny Martin

Anthropology & Education Quarterly, Jun 23, 2010

... Mathematics Teaching, Learning, and Liberation in the Lives of Black Children – Edited by Dan... more ... Mathematics Teaching, Learning, and Liberation in the Lives of Black Children – Edited by Danny Martin. Janine Remillard,; Joshua A. Taton,; Vivian Lim,; Tanya Maloney,; Luke Reinke. Article first published online: 23 JUN 2010. DOI: 10.1111/j.1548-1492.2010.01081.x. ...

Research paper thumbnail of The impact of the teach for America experience on emerging leaders

Teach For America (TFA) seeks to build a movement of leaders who – through their experience teach... more Teach For America (TFA) seeks to build a movement of leaders who – through their experience teaching in a high need school – develop a deep commitment to solving educational inequity. This study provides an empirical examination of TFA\u27s theory of change while at the same time, addressing persistent questions in teacher education related to how the learning-to-teach process provides a site for young people to develop their understanding of the ways race and social class matter both in and outside the classroom. This study addresses the following research questions: In what ways do alumni believe their TFA experience informs their personal and professional identities? What do TFA alumni believe about the ways that race and class matter in education? The study uses ethnographic data collection methods to examine the experience of 17 TFA alumni from a single corps. Identity development theories and experiential learning theory are operationalized to analyze the data. The findings locate the experiences that incite the learning process within new teachers as well as reveal the types of understandings, beliefs, and commitments that endure beyond participation in a preparation program. This study adds to the narrow academic literature that compares TFA teachers to their non-TFA peers as well as the current research on teacher identity development that is centered on university-based programs involving a practicum experience and coursework. Addressing these research questions provides insight for teacher educators working to understand how to prepare new teachers to take on leadership roles in the fight for educational equity. I offer suggestions for TFA and teacher preparation programs that are considered alternative route, or fast-track, as well as more traditional programs

Research paper thumbnail of Teaching school finance to preservice teachers with a team-based simulation

Teaching and Teacher Education, Oct 1, 2019

Research paper thumbnail of The Role of Teacher Education Programs in Developing Teacher Candidates’ Antiracist Stance on Teaching

Equity & Excellence in Education

This article presents an argument that although teacher education programs may aim to prepare tea... more This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates’ experiences learning to teach across three different types of teacher preparation pro- grams and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for develop- ing teacher candidates’ antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching.

Research paper thumbnail of Using dilemma protocol discussions in antiracist teacher preparation

Teaching and Teacher Education, 2023

Teacher educators need tools to create generative and equitable spaces for their pre-service teac... more Teacher educators need tools to create generative and equitable spaces for their pre-service teachers (PSTs) to engage in critical conversations about racism, particularly in diverse contexts. This study considers the utility of dilemma protocol discussions as one such tool. Data include transcripts of class sessions and students' written reflections collected across four semesters of a seminar course focused on developing antiracist teachers. While the dilemma protocol discussions did provide a way for PSTs to share in collaborative critical reflection, the facilitator needed to engage in racial prompting. The article concludes with implications for teacher educators.

Research paper thumbnail of It's More Than Skills and Practices: Developing Teachers' Justice-Oriented Dispositions

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom

Journal for Research in Mathematics Education, 2020

This multimethod study draws on theories of teacher care, dispositions, and culturally relevant p... more This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n= 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care:empathetic,transactional, andblended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.

Research paper thumbnail of Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

Journal of Research on Leadership Education, 2019

This article documents two professors’ inquiry into a lesson on supervising for equity in a super... more This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

Research paper thumbnail of Overlapping Narratives: Documenting New Teachers Negotiations of Race Notions of Civic Engagement in Urban Schools

Research paper thumbnail of Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces

Review of Education, Pedagogy, and Cultural Studies, 2019

Research paper thumbnail of Berkeley Review of Education Title Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform Journal Berkeley Review of Education, 6(2) Publication Date Engaging Diversity and Marginalization through Participatory Action Research: A Model ...

Authored by a university researcher, school practitioner, and high school student, 2 this article... more Authored by a university researcher, school practitioner, and high school student, 2 this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform.