The September/October 2019 issue of the Journal of Teacher Education (JTE) is now available online, while printed copies are arriving in the mail to subscribers around the country. Below is a summary of the articles included in Vol. 70, Issue 4, 2019:
In “Teacher Agency and Resilience in the Age of Neoliberalism,” members of the JTE editorial team, Tonya Bartell, Christine Cho, Corey Drake, Emery Petchauer, and Gail Richmond, address how the articles in this issue provide insights into ways educator preparation programs can support teachers in developing and enacting agency. They discuss how making small shifts or adaptations in everyday teaching practices can create more just and equitable teaching and learning.
In the paper, “Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts,” Stephanie Behm Cross of Georgia State University, Nermin Tosmur-Bayazit of Fitchburg State University, and Alyssa Hadley Dunn of Michigan State University, suggest that Whiteness itself is a dissonant state. The authors argue that
Half of public school teachers have seriously considered leaving the profession in the past few years. Only about half say their community values them a great deal or a good amount, and a majority says that, given the opportunity, they’d vote to go on strike for higher pay, according to the 51st edition of the annual PDK Poll of the Public’s Attitudes Toward the Public Schools released on August 5.
The full results of the PDK Poll are compiled in a report titled Frustration in the schools: Teachers speak out on pay, funding, and feeling valued. This year’s poll has several new features: For the first time in 20 years, PDK included a survey of public school teachers alongside the survey of the general population. They also expanded its sample size by breaking out Asian adults in addition to Black, White, and Hispanic adults. This year, online focus groups of public school parents and public school teachers were included to better understand why Americans responded as they did to the poll questions.
Other notable poll results include the following:
ACTE joins the Learning First Alliance (LFA) and other national education groups in planning for Public Schools Week 2020, February 24 – 28. Next year will mark the third annual LFA Public Schools Week, designated for administrators, teachers, specialists, teacher educators, parents and school board members to host events for their communities and reach out to lawmakers, businesses, and other community members to discuss the importance of public education.
As a partnering organization, AACTE recognizes that teachers, principals, and support staff who serve in public schools are key to helping students succeed and our nation thrive, and invites members to
The Wallace Foundation has launched Series Two of The Principal Pipeline podcast with it seventh episode, A District Strategy to Improve Student Achievement. The episode features Linda Chen, chief academic officer for the New York City public schools, and Susan Gates, co-principal investigator of the Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools study. Chen and Gates walk listeners through important findings on student outcomes and their significance. Also spotlighted in the podcast is Wanda Luz Vazquez, a New York City principal, who discusses her experience as a “pipeline” principal.
“It is true that a principal has to do everything under the sun,” said Chen, “But, at the end of the day, the purpose is to advance learning and instruction for every student and that is what we really focus our efforts on.”
The Principal Pipeline podcast features principals, district and state leaders, and university officials who have developed strong principal pipelines and are eager to share their lessons learned with the broader field. While Series One explored how these efforts proved to be feasible and affordable in six large school districts, Series Two examines the effectiveness of building principal pipelines. New episodes are released every Wednesday.
The Chronicle of Higher Education recently issued a special report, “The Campus as City: Crucial Strategies to Bolster Town-Gown Relations and Run a Thriving 21st-Century Institution.” The report explores the concept of “running a city within a city”— how colleges that are often towns or cities themselves are responding to the financial challenges of staying connected to their surrounding communities to provide support and attract and engage students.
In the Chronicle’s article, How One College Went ‘All In’ in Its Neighborhood, author Scott Carlson profiles a promising partnership between one institution and its community. He writes:
Educational opportunity is vital to a thriving city. And while entrepreneurial Portland, Ore., is doing well in many respects, some neighborhoods, as anywhere, are down and out. That’s especially true on the north side, near old industrial sites, where the population is less white and Concordia University, a private liberal-arts institution, for years shared a corner with a rundown elementary and middle school.
The Teacher Educator national peer-reviewed journal recently shared the top 10 most downloaded articles in the first three months of 2019. The most downloaded article in 2018 was “Current Issues in Teacher Education: An Interview with Dr. Linda Darling-Hammond” with 2,726 downloads. Other popular articles cover a range of topics including multicultural teacher education, perceptions of ELL students, student stress and coping, and teaching reflective practice. The full list of the top 10 articles are included in the table below.
AACTE President and CEO Lynn M. Gangone serves on Editorial Advisory Board of The Teacher Educator, a forum for promoting discussion among educators who seek to challenge existing boundaries in the field. The journal invites AACTE members to submit notable work on current
One of the key components of Portland State University’s (PSU) Secondary Dual Education Program is its success in developing and sustaining partnerships with local school districts.
Marvin Lynn, dean of the Graduate School of Education at PSU, shares how the program prepares secondary education teacher candidates to bring content knowledge and “the knowledge that special education teachers have to bare about the learning process and about how to work with these unique populations” to local schools.
Educators like Ana Capac, a special education teacher at Evergreen High School, specifically ask for student teachers from the PSU program because of the mindsets and approaches they bring to the classroom and community. “It is really important that I’m supporting both the student teachers I’m working with on how they are developing this mindset of inclusion, supporting all students, and working within the school to support their colleagues as well,” says Capac.
Andrew Gilford, assistant principal at Clackamas High School, emphasizes this culture shift to more collegial relationships where the PSU teacher candidates and the classroom teachers “speak the same language” and can work together to serve students with disabilities and improve learning outcomes. “Coming from this kind of program and this kind of background, you are immediately an advocate,” adds Rob Parness, special education teacher and former academic coach at Tigard High School.
In discussing the culture shift, Will Parnell, curriculum and instruction department chair at PSU, emphasizes that the program was built based on relationships with the community. “There were local districts that were saying ‘we want special ed teachers that can support students in general ed classrooms’ but they found out that teacher prep programs were not focused on that,” says Susan Bert, assistant professor of practice, special education at PSU. “So there was a need.”
To learn more, view the Developing and Sustaining Partnerships video featuring PSU’s Secondary Dual Education program.
AACTE board member Donald Easton-Brooks is widely known as a scholar of educational policy and culturally responsive teaching. This year, he released his book Ethnic Matching: Academic Success of Students of Color. In a recent Q&A with AACTE President and CEO Lynn M. Gangone, Easton-Brooks talked about the book and how his research shows diversifying the teaching profession will ultimately improve student’s success. The following summary highlights the conversation.
What ethnic matching initially suggests is that teachers of color can play a significant role in enhancing the academic experience of students of color. As this research and other research progress, findings have shown that teachers of color can play a significant role in also enhancing the academic experience of white students and can assist in enhancing a more culturally responsive profession as a whole. Therefore, the concept and research related to the concept suggest that we need to diversify teacher education. Mainly because as our communities are becoming more diverse, we are seeing our public schools also becoming more diverse. Yet what is happening is that our educator profession is not growing at a similar rate as these communities of students. The research around the concepts shows that perceived knowledge or knowledge from a preceptive culturally lens can play a role in students’ understanding of concepts, learning, and processing of information. This often can lead to these students being misinterpreted by teachers and feeling somehow misunderstood by teachers if they do not have that cultural lens to understand them. That is what teachers of color can bring to the table that can be of assistance to educational systems.
In the recently released 2019 Journal Citation Reports, AACTE’s Journal of Teacher Education (JTE) achieved a 2-year impact factor score of 3.263—indicating the average number of times any JTE article published in 2016 or 2017 was cited during 2018. The impact factor increased from JTE’s last score of 3.180, and keeps its ranking as 12th out of 238 journals worldwide in the “education and educational research” category.
The journal, now in its 70th year of publication, is widely known for its high standard of quality and diverse perspectives on policy, practice, and research in teacher preparation. The number of citations of JTE articles in other journals provides a snapshot of its significance to the profession.
This high ranking is also a reflection of the scholarly rigor assured by the editors and peer reviewers. Michigan State University’s (MSU) College of Education currently serves as the editorial host of the AACTE flagship journal. MSU completed its first 3-year term as editorial host in 2018, and will continue to lead the editorial process through 2021. As of July 1, 2018, the coeditors are Tonya Bartell, Dorinda Carter Andrews, Robert Floden, and Gail Richmond, all from MSU.
One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher development at the national and global levels. Thanks to the MSU editorial team and publishing partners at SAGE, a number of global perspectives factor into the journal. These include the translation and posting of article abstracts online in Spanish, German, and Mandarin; the high number of submissions—nearly half—from outside the United States; and the thousands of subscribers who read the journal through SAGE’s “developing world” initiatives.
To learn more about the journal and its current editorial team, visit aacte.org. AACTE members can also access JTE content online via the page’s “AACTE Member Free JTE Access” button—including the complete archive dating back to 1950 as well as prepublication articles in the SAGE Online First system.
TeachingWorks at the University of Michigan is presenting its second annual Practice-Based Teacher Education Workshop, an opportunity for teacher educators to examine and try out practice-based teacher education pedagogies. The workshop, will take place on July 8-10, 2019 at the University of Michigan School of Education, in Ann Arbor, Michigan.
The presentations will include artifacts of practice such as videos and transcripts to create more time for teacher educators to practice teacher education pedagogies.