The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions von Kennedy, Brianna L., Junker, Robin

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Grounded Duoethnography: A Dialogic Method for the Exploration of Intuition Through Divergence and Convergence von Kennedy, Brianna L, Moore, Hadass

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Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline von KENNEDY, BRIANNA L., MURPHY, AMY S., JORDAN, ADAM

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Taking Teacher Inquiry into Higher Education: A Dialogue in Four Parts von Kennedy, Brianna L., Dana, Nancy Fichtman

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Student Involvement and Data-Driven Decision Making: Developing a New Typology von Kennedy, Brianna L., Datnow, Amanda

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The Importance of Student and Teacher Interactions for Disaffected Middle School Students: A Grounded Theory Study of Community Day Schools von Kennedy, Brianna L.

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Using critical policy analysis to examine competing discourses in zero tolerance legislation: do we really want to leave no child behind? von Kennedy-Lewis, Brianna L.

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Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model von Kennedy, Brianna L., Altman, Miriam, Pizano, Ana

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Listening to "Frequent Flyers": What Persistently Disciplined Students Have to Say about Being Labeled as "Bad" von Kennedy-Lewis, Brianna L, Murphy, Amy S

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Infusing Participants’ Voices Into Grounded Theory Research: A Poetic Anthology von Kennedy, Brianna L.

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Understanding the Problem of Practice: An Analysis of Professional Practice EdD Dissertations von Ma, Vera Wei, Dana, Nancy Fichtman, Adams, Alyson, Kennedy, Brianna L.

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What Happens After Students Are Expelled? Understanding Teachers’ Practices in Educating Persistently Disciplined Students at One Alternative Middle School von Kennedy-Lewis, Brianna L.

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Second chance or no chance? A case study of one urban alternative middle school von Kennedy-Lewis, Brianna L.

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Teaching Disaffected Middle School Students: How Classroom Dynamics Shape Students' Experiences von Kennedy, Brianna L.

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Grounded duoethnography: A dialogic method for the exploration of intuition through divergence and convergence von Kennedy, Brianna L, Moore, Hadass

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When a Teacher Becomes a Researcher: Using Self-Narrative to Define One's Role as Participant Observer von Kennedy-Lewis, Brianna L.

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“I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers von Murphy, Amy S., Acosta, Melanie A., Kennedy-Lewis, Brianna L.

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How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools von Kennedy, Brianna L., Çolak, F. Zehra, Kremer, Simone, Doornhof, Jan

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Educating students with insecure attachment histories: toward an interdisciplinary theoretical framework von Kennedy, Brianna L.

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Assaults on belonging: how Dutch youth without ‘blue eyes, cheese, and clogs’ experience everyday racism in educational contexts von Kennedy, Brianna L, Habraken, Merel, Melfor, Suzanne N

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