Abby Cameron-Standerford

Abby Cameron-Standerford

Northern Michigan University

H-index: 7

North America-United States

About Abby Cameron-Standerford

Abby Cameron-Standerford, With an exceptional h-index of 7 and a recent h-index of 6 (since 2020), a distinguished researcher at Northern Michigan University, specializes in the field of self-study of teacher practices, universal design, online teaching, teacher education, equity in education.

His recent articles reflect a diverse array of research interests and contributions to the field:

Pausing at the Threshold

We Are Going to Need a Bigger Bottle: Surfacing and Leveraging a Decade of Relational Knowledges

Exploring the Role of Mentorship, Resistance and Affirmation: A Self-Study of Developing Leaders

Power-with: Strength to transform through collaborative self-study across spaces, places, and identities

Developing global understandings of online teaching practices: Transforming practices through collaborative self-study

Pedagogical Tapestries

The phenomenon of moving to online/distance delivery as a result of COVID-19: Exploring initial perceptions of Higher Education Faculty at a Rural Midwestern University

Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research

Abby Cameron-Standerford Information

University

Northern Michigan University

Position

Associate Professor of Education

Citations(all)

183

Citations(since 2020)

171

Cited By

43

hIndex(all)

7

hIndex(since 2020)

6

i10Index(all)

4

i10Index(since 2020)

4

Email

University Profile Page

Northern Michigan University

Abby Cameron-Standerford Skills & Research Interests

self-study of teacher practices

universal design

online teaching

teacher education

equity in education

Top articles of Abby Cameron-Standerford

Pausing at the Threshold

Authors

Karen Schupp

Published Date

1800

Pausing at the Threshold — Arizona State University Skip to main navigation Skip to search Skip to main content Arizona State University Home Arizona State University Logo Home Profiles Departments and Centers Scholarly Works Activities Equipment Grants Datasets Prizes Search by expertise, name or affiliation Pausing at the Threshold Karen Schupp and Todd Ingalls, Karen Joy Schupp New American Film School Research output: Non-textual form › Performance Overview Original language English State Published - 1800 Event Pausing at the Threshold - Duration: Jan 1 1800 → … Cite this APA Standard Harvard Vancouver Author BIBTEX RIS Arizona State University Logo Powered by Pure, Scopus & Elsevier Fingerprint Engine™ © 2023 Elsevier BV We use cookies to help provide and enhance our service and tailor content. By continuing you agree to the use of cookies Log in to Pure Arizona State …

We Are Going to Need a Bigger Bottle: Surfacing and Leveraging a Decade of Relational Knowledges

Authors

L Abrams,Charity M Dacey,K Strom,T Mills,Abby Cameron-Standerford,Bethney Bergh,Christi U Edge

Published Date

2023

"We Are Going to Need a Bigger Bottle: Surfacing and Leveraging a Decad" by L. Abrams, Charity M. Dacey et al. Home Search Browse Collections My Account About DC Network Digital Commons Network™ Skip to main content Touro Scholar My Account FAQ About Home Next > Home Touro College New York Graduate School of Education Publications and Research 200 Graduate School of Education Publications and Research We Are Going to Need a Bigger Bottle: Surfacing and Leveraging a Decade of Relational Knowledges Authors L. Abrams Charity M. Dacey, Touro UniversityFollow K. Strom T. Mills Abby Cameron-Standerford Bethney Bergh Christi U. Edge Document Type Book Chapter Roles Author Publication Date 1-1-2023 Comments Publisher: Equity Press, EdTech Books Recommended Citation Abrams, L., Dacey, CM, Strom, K., Mills, T., Cameron-Standerford, A., Bergh, B., & Edge, CU (2023). …

Exploring the Role of Mentorship, Resistance and Affirmation: A Self-Study of Developing Leaders

Authors

L Sequeira,Charity M Dacey,K Cataldo,Abby Cameron-Standerford,Bethney Bergh,Christi U Edge

Published Date

2023

"Exploring the Role of Mentorship, Resistance and Affirmation: A Self-S" by L. Sequeira, Charity M. Dacey et al. Home Search Browse Collections My Account About DC Network Digital Commons Network™ Skip to main content Touro Scholar My Account FAQ About Home < Previous Next > Home Touro College New York Graduate School of Education Publications and Research 199 Graduate School of Education Publications and Research Exploring the Role of Mentorship, Resistance and Affirmation: A Self-Study of Developing Leaders Authors L. Sequeira Charity M. Dacey, Touro UniversityFollow K. Cataldo Abby Cameron-Standerford Bethney Bergh Christi U. Edge Roles Author Document Type Book Chapter Publication Date 1-1-2023 Comments Publisher: Equity Press, EdTech Books Recommended Citation Sequeira, L., Dacey, CM, Cataldo, K., Cameron-Standerford, A., Bergh, B., & Edge, CU (2023). …

Power-with: Strength to transform through collaborative self-study across spaces, places, and identities

Authors

Christi U Edge,Abby Cameron-Standerford,Bethney Bergh

Published Date

2022/2/8

In the context of longitudinal collaborative self-study of teacher education practices (S-STEP), we explore power with as empowerment from relationships and collaboration. We define power-with in self-study as relational strength and capacity; it is generative, fluid, empowering, ecological energy, and space to transform self, practices, knowledge, and culture by broadening and deepening understandings and relationships. Drawing from 9 years of collaborative self-study, we describe how we were invited into S-STEP, constructed a collaborative framework, and created a public homeplace through a process for collaboration that included textualizing lived experiences and enacting a fluid collaborative conference protocol. Positioned as texts, lived experiences became sources for envisionment-building. Together, we read and made meaning from teaching and self-study experiences, over time and through multiple …

Developing global understandings of online teaching practices: Transforming practices through collaborative self-study

Authors

Bethney Bergh,Christi Edge,Abby Cameron-Standerford,Katherine Menard,Laura VandenAvond,Kathryn Johnson

Journal

Proceedings of the 2019 ICDE World Conference on Online Learning

Published Date

2020

Transformative experience is described as a dramatic, fundamental change in the way we see ourselves and the world (Lyons, Halton, & Freidus, 2013, p. 163). Using self-study of teaching practices as a methodology for transformation (LaBoskey, 2004), a cross-disciplinary inquiry group at a mid-western United States public university brought together faculty from the disciplines of education, nursing, history, and psychology. The research group aimed to create a community of online instructors who systematically study their own online teaching in a supportive community while also collaborating and producing scholarship of teaching (Boyer, 1990) that could be shared with others. By becoming reflective and critical, open to the perspectives of others, and accepting of new ideas, the group sought to reframe online teaching practices and beliefs at both the personal and professional level for improvement-aimed purposes beyond the individual researcher (Loughran & Northfield, 1998; Samaras, 2014). Biweekly, over the course of a year, the researchers shared critical events (Webster & Mertova, 2007) from online teaching experiences within a “public homeplace”(Belenky, Bond, & Weinstock, 1997, p. 13) using a modified collaborative conference protocol (Anderson, et al., 2010; Bergh, Edge, & Cameron-Standerford, 2018; Cameron-Standerford, et al., 2013; Seidel, Walters, Kirby, Olff, Powell, Scripp, & Veenama, 1997). The protocol guided us to see and resee a critical event from multiple perspectives and to form a new understanding of practice (Loughran & Northfield, 1998). This protocol included: listening to each individual’s initial analysis of a …

Pedagogical Tapestries

Authors

JM Cooper,Susie L Gronseth

Published Date

2020

In this collaborative self-study, the authors examine how well pedagogical values are enacted in two complexly paired undergraduate courses in a large urban teacher education program in the US. The context of the study is a six-year course pairing in an urban teacher education program in the US that is designed to enable students to authentically connect content from “introduction to teaching” and “educational technology” courses. The study explores the instructors’ journey in navigating the complexities of this pairing as they endeavor to bridge the gap between theory and practice (Russell et al., 2001). It also examines how the ongoing paired coursework aligns with the desired goals of all program stakeholders, students, and instructors. We examined these themes through reflections on data collected through student surveys, instructor journals, and recorded weekly meetings. Findings that emerged revolve around the tension between structured and fluid curricula, the impacts on all levels of faculty involved, and insights gained about the continued cross-discipline collaboration. Impacts of this work have evidenced in multiple spheres, including personal, through new insights gained about our own pedagogical values; practical, through direct changes made to the curricula; and theoretical, through the instantiating of new lenses from which to examine and explore successful collegial collaboration.

The phenomenon of moving to online/distance delivery as a result of COVID-19: Exploring initial perceptions of Higher Education Faculty at a Rural Midwestern University

Authors

Abby Cameron-Standerford,Katherine Menard,Christi Edge,Bethney Bergh,Ashley Shayter,Kristen Smith,Laura VandenAvond

Journal

Frontiers in Education

Published Date

2020/11/5

The purpose of this study was to explore the initial perceptions and experiences of faculty whose classes were moved to an online/distance delivery as a result of the COVID-19 pandemic. Using mixed methods online survey methodology, the researchers sought to describe faculty perceptions relative to their response to moving all university courses online within the timeframe allotted by university leadership. Building upon this groups’ previous research, which focused on the relationships among care and rigor in the online teaching/learning environment, the researchers designed survey questions to further explore these concepts during a time of chaos. The survey addressed faculty perceptions and lived experiences related to supporting this transition, previous experiences with online teaching, the role of rigor and care in course design and implementation, and opportunities for demonstrating care toward colleagues. Information gleaned from the study will help to inform university leadership, instructional design support personnel, and faculty. As the long-term economic, social, and academic effects are realized across the world, the researchers anticipate significant changes in higher education.

Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research

Authors

A Cameron-Standerford

Published Date

2020

Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research Textiles and Tapestries Abstract and Acknowledgements Introduction I. Exploring Weavings of Teaching and Teacher Education Practices through Self-Study Research II. Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research III. Forming New Understandings from Self-Study Research Appendices Close Images References Download Translations Sign in Close Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research II Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research Abby Cameron-Standerford “Not everything that is faced is changed, but nothing can be changed until it is faced.” James Baldwin These are tumultuous times. Global uncertainty, pandemics, social unrest, political influence, and environmental impacts weave together …

Weaving Threads of Care

Authors

Bethney Bergh,C Edge,Abby Cameron-Standerford,Katherine Menard,Laura VandenAvond

Published Date

2020

A collaborative inquiry group at a rural midwestern university sought to support and challenge those teaching or preparing to teach online courses through self-study of teaching practices. The group’s purpose was to create a community of scholar-practitioners who systematically study their online teaching in a supportive community while sharing ideas, developing professionally, and producing scholarship of teaching that could be shared with university stakeholders during a time of institutional change. In this paper, the self-study research group reflects on three academic years of collaborative inquiry in response to the question,“How has identifying care as a transdisciplinary value impacted our communication with one another as researchers and communication in our teaching practices?” Drawing from examples in each of our disciplines, we describe how care became a common thread woven through the group’s interaction and collaboration.

Textiles and Tapestries

Authors

Christi Edge,Abby Cameron-Standerford,Bethney Bergh

Published Date

2020

Textiles and Tapestries presents thought-provoking research that explores… Contributions from experienced and novice academic researchers, teacher… https://edtechbooks. org/textiles_tapestries_self_study/abstract_and_acknowl# p_IgvL This book presents new methods, frameworks, collaborations, and understandings… https://edtechbooks. org/textiles_tapestries_self_study/abstract_and_acknowl# p_FXwG The learning curve as editors was swift and, at times, overwhelming. Without… With gratitude, we acknowledge the following members of the research community… Abab Abi-Hanna; Linda Abrams; Valerie Allison; Bohdana Allman; Stephanie… We also wish to thank Stefinee Pinnegar for her wisdom and guidance. It… Walking in the shoes of others is the most certain way to grow appreciation.… It is with the utmost gratitude that we acknowledge our department head,… Finally, we wish to thank our families who understood that these three… https://edtechbooks. org/textiles_tapestries_self_study/abstract_and_acknowl# p_zsqS Christi Edge, Abby Cameron-Standerford, and Bethney Bergh Northern Michigan University, USA https://edtechbooks. org/textiles_tapestries_self_study/abstract_and_acknowl# p_uYBU Abstract Acknowledgments

See List of Professors in Abby Cameron-Standerford University(Northern Michigan University)

Abby Cameron-Standerford FAQs

What is Abby Cameron-Standerford's h-index at Northern Michigan University?

The h-index of Abby Cameron-Standerford has been 6 since 2020 and 7 in total.

What are Abby Cameron-Standerford's top articles?

The articles with the titles of

Pausing at the Threshold

We Are Going to Need a Bigger Bottle: Surfacing and Leveraging a Decade of Relational Knowledges

Exploring the Role of Mentorship, Resistance and Affirmation: A Self-Study of Developing Leaders

Power-with: Strength to transform through collaborative self-study across spaces, places, and identities

Developing global understandings of online teaching practices: Transforming practices through collaborative self-study

Pedagogical Tapestries

The phenomenon of moving to online/distance delivery as a result of COVID-19: Exploring initial perceptions of Higher Education Faculty at a Rural Midwestern University

Inspiring New Methods, Frameworks, and Collaborations through Self-Study Research

...

are the top articles of Abby Cameron-Standerford at Northern Michigan University.

What are Abby Cameron-Standerford's research interests?

The research interests of Abby Cameron-Standerford are: self-study of teacher practices, universal design, online teaching, teacher education, equity in education

What is Abby Cameron-Standerford's total number of citations?

Abby Cameron-Standerford has 183 citations in total.

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