Sarah Schneider Kavanagh

• Ph.D. (Curriculum & Instruction) University of Washington, 2014
• B.A. (American Studies) Wesleyan University, 2004

• Teacher education & certification
• Teacher professional development
• Teacher mentoring & coaching
• Teacher learning
• Inquiry & discussion-based teaching practices

Kavanagh, S. S., Gotwalt, E. S., & Farrow, J. (2023). Practice-based coaching for project-based teaching: Understanding relationships between coaching practice and teaching practice. Teaching and Teacher Education, 132, Article 104255. https://doi.org/10.1016/j.tate.2023.104255

Pupik Dean, C. G., Grossman, P., Enumah, L., Herrmann, Z., & Kavanagh, S. S. (2023). Core practices for project-based learning: Learning from experienced practitioners in the United States. Teaching and Teacher Education, 133, Article 104275. https://doi.org/10.1016/j.tate.2023.104275

Kavanagh, S. S., Feiman-Nemser, S., Hammerness, K., Matsko, K. K., & Wallace, J. (2023). Stepping in or stepping on: Mentor teachers’ preferences for mentoring inside and outside of interactive teaching. Journal of Teacher Education, 74(3), 274–287. https://doi.org/10.1177/00224871221142843

Kavanagh, S. S., & Bernhard, T. (2023, January 9). Managing tech integration in your classroom: It’s important for technology-influenced learning environments to encourage students to be active, collaborative, and engaged. Edutopia. https://www.edutopia.org/article/managing-tech-integration-classroom

Kavanagh, S. S., Danielson, K. A., & Schiavone Gotwalt, E. (2022). Preparing in advance to respond in-the-moment: Investigating parallel changes in planning and enactment in teacher professional development. Journal of Teacher Education. Advance online publication. https://doi.org/10.1177/00224871221121767

Kavanagh, S. S., Resnick, A. F., Ghousseini, H., Gotwalt, E. S., Siy, E., Kazemi, E., & Dutro, E. (2022). Breaking the Fourth Wall in Collaborative Research: Beyond the Observer/Performer Binary in Research on Teacher Learning and Practice. Cognition & Instruction, 40(1), 126–147. https://doi.org/10.1080/07370008.2021.2010209

Herrmann, Z., & Kavanagh, S. S. (2021, October 19). Using classroom video to improve your teaching: Reflecting on and learning from captured moments in the classroom can be a powerful form of professional learning. Edutopia. https://www.edutopia.org/article/using-classroom-video-improve-your-teaching

Ghousseini, H., Kavanagh, S. S., Kazemi, E., & Dutro, E. (2021). The fourth wall of professional learning and cultures of collaboration. Educational Researcher, 51(3), 216–222. https://doi.org/10.3102/0013189X211058751

Kavanagh, S. S. (2021). Toward non-binary theories of practice in teacher education. Educational Researcher, 51(1), 66–71. https://doi.org/10.3102/0013189X211052058

Kavanagh, S.S. & Danielson, K. (2020).  Practicing justice, justifying practice: Towards critical practice teacher education. American Educational Research Journal, 57(1), 69–105. https://doi.org/10.3102/0002831219848691

Kavanagh, S.S., Conrad, J., & Dagogo-Jack, S. (2020). From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education. Teaching and Teacher Education, 89, 1–11. https://doi.org/10.1016/j.tate.2019.102991

Farrow, J., Kavanagh, S. S., Samudra, P., (2022) Exploring relationships between professional development and teachers’ enactments of project-based learning. Education Sciences, 12(282), 1–17. https://doi.org/10.3390/educsci12040282

Potvin, A, Miller, E., Kuck, R., Berland, L, Boardman, A G., Kavanagh, S. S., Clark, T., Cheng, B. (2022). Mapping enabling conditions for high-quality PBL: A collaboratory approach. Education Sciences, 12(222), 1–21. https://doi.org/10.3390/educsci12030222

Rangu, S., Danielson, K., Kavanagh, S. S., Catanoso, L., Magee, L., & Castelo-Soccio, L. (2021). Effects of a pilot educational intervention on perceptions of visible skin diseases in the pediatric population. Journal of the American Academy of Dermatology, 85(5), 1329–1331. https://doi.org/10.1016/j.jaad.2020.10.068

Grossman P., Herrmann, Z., Kavanagh, S. S., & Pupik Dean, C. G. (2021). Core practices for project-based learning: A guide for teachers and leaders. Harvard Education Press.

Kavanagh, S. S., Metz, M., Hauser, M., Fogo, B., Carlson, J., & Taylor, M. (2020). Practicing responsiveness: Using approximations of teaching to build teachers’ instructional judgment. Journal of Teacher Education, 71(1), 94–107. https://doi.org/10.1177/0022487119841884

Metz, M., Kavanagh, S. S., & Hauser, M. (2020). Developing adaptive expertise in facilitating text-based discussions: Attending to generalities and novelty. English Education, 52(4), 310–334.

Kavanagh, S. S., Monte-Sano, C., Reisman, A., Fogo, B., McGrew, S., Cipparone, P., & Jay, L. (2019). Teaching content in practice: Investigating rehearsals of social studies discussions. Teaching and Teacher Education, 86, 1–11. https://doi.org/10.1016/j.tate.2019.06.017

Kavanagh, S. S. (2018). Practicing resistance: Teacher responses to intergroup aggression in the classroom. Equity & Excellence in Education, 51(2), 146–160. https://doi.org/10.1080/10665684.2018.1509748

Grossman, P., Kazemi, E., Kavanagh, S. S., Franke, M., & Dutro, E. (2019). Learning to Facilitate Discussions: Collaborations in Practice-Based Teacher Education.  Teaching & Teacher Education, 81, 97–99. https://doi.org/10.1016/j.tate.2019.02.002

Grossman, P., Dean, C. P., Kavanagh, S. S. & Herrmann, Z. (2019). Preparing teachers for student-centered teaching: The core practices of project-based teaching. Phi Delta Kappan.

Reisman, A., Cipparone, P., Jay, L., Monte-Sano, C., Kavanagh, S. S., McGrew, S., & Fogo, B. (2019). Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements. Teaching & Teacher Education. 80. 145–156. https://doi.org/10.1016/j.tate.2018.12.014

Von Esch, K. & Kavanagh, S. S. (2018). Preparing mainstream classroom teachers of English language learner (EL) students: Grounding practice-based designs for teacher learning in theories of expertise development. Journal of Teacher Education, 69(3), 239–251. https://doi.org/10.1177/0022487117717467

Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., Simmons, E., & Cipparone, P. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278–293. https://doi.org/10.1177/0022487117707463

Hauser, M., & Kavanagh, S. S. (2019). Practice-based teacher education. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press.

Grossman, P., Kavanagh, S. S. , & Dean, C. P. (2018). The turn to practice in teacher education. In P. Grossman (Ed.), Teaching core practices in teacher education. Harvard Education Press.

Danielson, K., Kavanagh, S. S. , & Kazemi, E. (2018). Learning together. In P. Grossman (Ed.), Teaching core practices in teacher education. Harvard Education Press.

Kavanagh, S. S., & Rainey, E. (2017). Learning to support adolescent literacy: Teacher educator pedagogy and novice teacher take up in secondary English language arts teacher preparation. American Educational Research Journal, 54(5), 904–937. https://doi.org/10.3102/0002831217710423

Kavanagh, S. S. (2017). Practicing social justice: Towards a practice-based approach to learning to teach for social justice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theories in teacher education practice: Process, impact, and enactment. Springer.

Kavanagh, S. S. (2016). The promise of anonymity: Investigating the instructional practice of ELA teachers who teach LGBTQ content. Teachers College Record, 118(12), 1–36.

Kavanagh, S. S. (2016). From contagious to resilient and beyond: A periodization of educational research on LGBTQ issues from Stonewall to today. International Journal of Multicultural Education, 18(3), 95–113.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64, 378–386.

Kavanagh, S. S. (2012). Lesbian, gay, bisexual, and transgender issues in K-12 education. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Sage.

Kavanagh, S. S. (2012). Lesbian, gay, bisexual, and transgender students: Conceptual approaches in research literature. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Sage.

McDonald, M., Brayko, K., & Kavanagh, S. S. (2012). Service-learning in teacher education. In J. A. Banks (Ed.), The encyclopedia of diversity in education. Sage.

Kavanagh, S. S. (2011). Haunting remains: Educating a new American citizenry at Indian Hill Cemetery. In C. E. Boyd, & C. Thrush (Eds.), Phantom past, Indigenous presence: Native ghosts in North American culture and history. University of Nebraska Press.