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Julianne A. Wenner
Julianne A. Wenner
Associate Professor, Clemson University
Dirección de correo verificada de g.clemson.edu
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Citado por
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The theoretical and empirical basis of teacher leadership: A review of the literature
JA Wenner, T Campbell
Review of educational research 87 (1), 134-171, 2017
11252017
Thick and thin: Variations in teacher leader identity
JA Wenner, T Campbell
International Journal of Teacher Leadership, 2018
602018
School leader enactments of the structure/agency dialectic via buffering
JA Wenner, J Settlage
Journal of Research in Science Teaching 52 (4), 503-515, 2015
532015
Urban elementary science teacher leaders: Responsibilities, supports, and needs
JA Wenner
Science Educator, 2017
342017
A community of practice model as a theoretical perspective for teacher leadership
T Campbell, JA Wenner, L Brandon, M Waszkelewicz
International Journal of Leadership in Education 25 (2), 173-196, 2022
312022
Clarifying and capturing “trust” in relation to science education: Dimensions of trustworthiness within schools and associations with equitable student achievement
LK Smetana, J Wenner, J Settlage, DB McCoach
Science Education 100 (1), 78-95, 2016
252016
An exploration of supports for increasing classroom physical activity within elementary schools
HG Calvert, JA Wenner, L Turner
International Electronic Journal of Elementary Education, 2019
202019
Bringing Teach For America into the forefront of teacher education: Philanthropy meets spin
KP deMarrais, J Wenner, JB Lewis
Critical Education 4 (11), 2013
192013
A framework for scientific inquiry in preschool
G Ramanathan, D Carter, J Wenner
Early Childhood Education Journal 50 (7), 1263-1277, 2022
182022
Science at the center: Meaningful science learning in a preschool classroom
S Raven, JA Wenner
Journal of Research in Science Teaching 60 (3), 484-514, 2023
122023
Examining elementary school science achievement gaps using an organizational and leadership perspective
J Settlage, MB Butler, J Wenner, LK Smetana, B McCoach
School Science and Mathematics 115 (8), 381-391, 2015
122015
Describing the" Supported Collaborative Teaching Model": A Designed Setting to Enhance Teacher Education.
JM Kittleson, J Dresden, JA Wenner
School-University Partnerships 6 (2), 20-31, 2013
122013
Elementary Schools’ Response to Student Wellness Needs during the COVID-19 Shutdown: A Qualitative Exploration Using the R = MC2 Readiness Heuristic
HG Calvert, HG Lane, M McQuilkin, JA Wenner, L Turner
International journal of environmental research and public health 19 (1), 279, 2021
102021
Drawing to improve metacomprehension accuracy
KW Thiede, KL Wright, S Hagenah, J Wenner, J Abbott, A Arechiga
Learning and Instruction 77, 101541, 2022
92022
Social capital: a key ingredient in the development of physical activity leadership
JA Wenner, KMB Tucker, HG Calvert, TG Johnson, L Turner
Journal of Teaching in Physical Education 38 (3), 241-251, 2019
92019
Focused video reflections in concert with practice-based structures to support elementary teacher candidates in learning to teach science
JA Wenner, J Kittleson
Journal of Science Teacher Education 29 (8), 741-759, 2018
92018
Two departments, two models of interdisciplinary peer learning
JA Wenner, PJ Simmonds
Journal of College Science Teaching, 2017
82017
A Mixed exam format closes the gap for students with a conflict between their religious belief & the theory of evolution
KF Stanger-Hall, JA Wenner
The american biology Teacher 76 (2), 101-108, 2014
82014
Clinically rich practices in teacher education
J Dresden, J Kittleson, J Wenner
Creating visions for university school partnerships, 43-60, 2014
62014
Drawings as diagnostic cues for metacomprehension judgment
K Thiede, KL Wright, S Hagenah, J Wenner
Metacognition in learning, 2019
52019
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Artículos 1–20