Review of Teaching Ambitiously in Elementary School: Preparing Beginning Teachers, School by P. Youngs & D. Anagnostopoulos
DOI:
https://doi.org/10.14507/er.v33.4663Abstract
This review examines Teaching Ambitiously in Elementary School: Preparing Beginning Teachers by Youngs et al. (2026), a mixed-methods study of how university-based teacher preparation programs shape beginning elementary teachers' development of ambitious instructional practices in mathematics and English language arts.
Author Biography
Francisca Briandt, Texas A&M University
Francisca Briandt (briandt_1@tamu.edu) is a PhD candidate in educational psychology at Texas A&M University, where she serves as a graduate teaching consultant, graduate teaching assistant, and President of the Educational Psychology Student Organization. With experience teaching K-8 English language arts and reading, Briandt brings both classroom and research perspectives to her scholarly work. She has served as a mentor to new teachers, supporting their professional growth in the early years of their careers. Her research focuses on technology integration to improve K-8 English learners' science achievement, framed by the Four-Dimensional Bilingual Pedagogical Theory. Her scholarly work is committed to advancing equitable, evidence-based instructional practices for linguistically diverse learners in elementary school contexts.
References
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/10.1177/016146810110300601
Grossman, P. (Ed.). (2021). Teaching core practices in teacher education. Harvard Education Press.
[Book reviewed] Youngs, P., & Anagnostopoulos, D., with contributions by Cavanna, J. M., Drake, C., & Casa, T. M. (2025). Teaching ambitiously in elementary school: Preparing beginning teachers. Harvard Education Press.
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