Publications

New Book

In this book, Amy and I draw upon our experiences as teachers, teacher educators, professional development facilitators, and researchers to present an approach to help educators solve persistent dilemmas. Frame Shifting synthesizes the conceptual and empirical concepts described in the publications listed below. The target audience is teachers from primary through tertiary education, instructional leaders and coaches, and teacher educators. As one of our reviewers stated, “You will never see your teaching in the same way again.” Frame Shifting is available for order now. Please contact us if you are interested in learning more about how this approach could help you or other educators in your school or district. In August, 2025, Teacher Magazine (published by the Australian Council for Educational Research) invited me to talk about Frame Shifting on their podcast. You can read the transcript and listen to the podcast here. You can also find an AI-generated podcast about the book from NotebookLM here and a link to our Instagram page below.

Selected Publications on Student Marginalization and Belonging, School Discipline, and School Exclusion/Inclusivity

Publications listed below are peer-reviewed research articles or scholarly book chapters. They are grouped according to my three main areas of research: 1) student marginalization, 2) qualitative inquiry, and 3) the scholarship of teaching and learning.

Student Experiences

Kennedy, B. L., Habraken, M., Melfor, S. N. (2023). Assaults on belonging: How Dutch youth without “blue eyes, cheese, and clogs” experience everyday racism in educational contexts. Race Ethnicity and Education. [Advance online publication]

Kennedy, B. L., & Melfor, S. N. (2021). Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds. Education and Society, 39(2), 69-91.

Kennedy, B. L., Acosta, M. M., & Soutullo, O. (2019). Counter narratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school. Race Ethnicity and Education, 22, 130-149.

Kennedy-Lewis, B. L., & Murphy, A. S. (2016). Listening to “frequent flyers”: What persistently disciplined students have to say about being labeled as “bad.” Teachers College Record, 118(3), 1-40.

Kennedy-Lewis, B. L., Murphy, A. S., & Grosland, T. J. (2016). Using narrative inquiry to understand persistently disciplined middle school students. International Journal of Qualitative Studies in Education, 29(1), 1-28.

Kennedy-Lewis, B. L. (2013). Persistently disciplined urban students’ experiences of the middle school transition and “getting in trouble.” Middle Grades Research Journal, 8(3), 99-116.

 Murphy, A. S., Acosta, M. M., Kennedy-Lewis, B. L. (2013). “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. The Urban Review 45(5), 586-610.

The Role of Teachers (With a Focus on Middle Level Education)

Kennedy, B. L., Çolak, F. Z., Doornhof, J., & Kremer, S. (2024). How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools. Teaching and Teacher Education, 148, Article 104684

Kennedy, B. L., & Junker, R. (2023). The evolution of “loaded moments” toward escalation or de-escalation in student-teacher interactions: A literature review. Review of Educational Research. [Advance online publication]

Murphy, A. S., & Kennedy, B. L. (2019). Preparing teachers to prevent classroom management challenges using culturally responsive classroom practices. In K. M.Brinegar, L. M. Harrison, & E. Hurd (Eds.), Equity and cultural responsiveness in the middle grades (pp. 311-334). Information Age Publishing.

Hurd, E., Harrison, L., Brinegar, K., & Kennedy, B. L. (2018). Cultural responsiveness in the middle grades: A literature review. In S. B. Mertens & M. M. Caskey (Eds.), Literature reviews in support of the Middle Level Education Research Agenda (pp. 25-51). Information Age Publishing.

Kennedy, B. L., & Soutullo, O. (2018). We can’t fix that”: Deficit thinking and the exoneration of educator responsibility for teaching students placed at a disciplinary alternative school. Journal of At-Risk Issues, 21(1), 11-23.

Kennedy, B. L., Brinegar, K., Hurd, E., & Harrison, L. (2016). Synthesizing middle grades research on cultural responsiveness: The importance of a shared conceptual framework. Middle Grades Review, 2(3), Article 2.

Kennedy-Lewis, B. L. (2016). Classroom management. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2^nd ed.). Information Age Publishing.

Kennedy-Lewis, B. L., Whitaker, D., & Soutullo, O. (2016). “Maybe that helps folks feel better about what they’re doing”: Examining contradictions between educator presumptions, student experiences, and outcomes at an alternative school. Journal of Education for Students Placed at Risk, 21(4), 230-245.

Kennedy-Lewis, B. L. (2015). Office referrals. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management (pp. 559-561). Sage.

Kennedy-Lewis, B. L. (2012). What happens after students are expelled? Understanding teachers’ successes and failures at one alternative middle school.  Teachers College Record, 114(12), 1-38.

Kennedy, B. L. (2011). Teaching disaffected middle school students: How classroom dynamics shape students’ experiences. Middle School Journal, 42(4), 32-42.

Kennedy, B. L. (2011). The importance of student and teacher interactions for disaffected middle school students: A grounded theory study of community day schools. Urban Education, 46(1), 4-33.

Beyond the Classroom

Kennedy, B. L. (2021, July 29). Explicit exclusion or effective exclusion? Defining a conceptual lens for inquiry into student marginalization across national boundaries [Commentary]. Teachers College Record.

 Kennedy, B. L., Murphy, A. S., & Jordan, A. (2017). Title I middle school administrators’ beliefs and choices about using corporal punishment and exclusionary discipline. American Journal of Education, 123(2), 243-280.

Kennedy-Lewis, B. L. (2015). Second chance or no chance? A case study of one urban alternative middle school. Journal of Educational Change, 16(2), 145-169.

Kennedy-Lewis, B. L. (2014). Using critical policy analysis to examine competing discourses in zero tolerance legislation: Do we really want to leave no child behind? Journal of Education Policy, 29(2). 165-194.

Selected Publications on Qualitative Inquiry and Research Methodology

Kennedy, B. L., & Moore, H. (2021). Grounded duoethnography: A dialogic method for the exploration of intuition through divergence and convergence. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22(2), article 17.

Kennedy, B. L., & Thornberg, R. (2018). Deduction, induction, abduction. In U. Flick (Ed.), SAGE handbook of qualitative data collection (pp. 49-64). SAGE.

Kennedy-Lewis, B. L. (2014).  Using diagrams to make meaning in grounded theory data collection and analysis. In P. Brindle (Ed.), SAGE cases in methodology: SAGE.

Kennedy-Lewis, B. L. (2012). When a teacher becomes a researcher: Using self-narrative to define one’s role as participant observer.  Theory Into Practice, 51(2), 107-113.

Kennedy, B. L. (2009). Infusing participants’ voices into grounded theory research: A poetic anthology. Qualitative Inquiry, 15(9), 1416-1433.

Selected Publications on the Role of Scholars and the Scholarship of Teaching and Learning

Kennedy, B. L., Lopez, M. P. (2022). Effectively teaching a single course in multicultural education to pre-service teachers. Teaching & Learning Inquiry, 10, 1-53.

Kennedy, B. L., Dana, N. F. (2022) Taking teacher inquiry into higher education: A dialogue in four parts. College Teaching, 70(1), 111-118.

Kennedy, B. L., Bondy, E., Dana, N. F., Vescio, V., & Ma, V. W. (2020). The development and enactment of practitioner scholarship among graduates from one online Ed.D. program. Journal of Further and Higher Education, 44(5), 653-669.

Kennedy, B. L., Altman, M. R., & Pizano, A. C. (2018). Engaging in the battle of snails by challenging the traditional dissertation model. Impacting Education: Journal on Transforming Professional Practice, 3(1), 4-12.