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JTE Author Insights: Measuring Secondary Math and Science Residents


Read the latest 
JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This interview features insights from the article “Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework” by Imelda Nava, Jaime Park, Danny Dockterman, Jarod Kawasaki, Jon Schweig, Karen Hunter Quartz, and José Felipe Martínez. The article was published in the March/April 2019 issue of the Journal of Teacher Education.

JTE Author Insights: Examining Preservice Teacher Quality and Attrition

Read the latest JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This interview features insights from the authors of the JTE article “Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition.” Robert Vagi, Margarita Pivovarova, and Wendy Miedel Barnard co-authored the article, which is published in the March/April 2019 issue of the Journal of Teacher Education.

Q1. What motivated you to pursue this particular research topic?

With a background as a classroom teacher, I’ve seen firsthand the impact that great teachers can have on students. In my experience (and research supports this), those teachers are most desperately needed in challenging schools. As a result, I’ve always been interested in the strategic recruitment and retention of high-quality teachers. This interest fit naturally with my Ph.D. program that was housed in one of the largest teacher education colleges in the country. My co-authors, on the other hand, have been engaged in research on teacher quality and evaluation for several years, both for pre-service and in-service teachers.

JTE Author Insights: Relating Habits of Mind, Intelligent Behaviors to Educational Theories for Developing Disposition


Check out the latest 
JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This author interview features Servet Altan’s insights from the article “Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Disposition.” Altan co-authored the article with Jennie F. Lane, and Erskine Dottin. This article was published in the March/April 2019 issue of the Journal of Teacher Education.

Q1: What motivated you to pursue this particular research topic?

I have always admired talented teachers. Being a K-12 teacher myself, I have had the chance to work with a variety of teachers from different backgrounds and varying degrees of experience. I have always wondered what makes effective educators think and act the way they do. Furthermore, I was curious whether there are certain experiences that could help pre-service teachers develop desired characteristics. A responsibility of mine is teacher education and one of the aims of professional development is to understand teachers’ ways of knowing and acting. Additionally, it is worthwhile to know how these ways of knowing and acting reflect themselves in a teacher’s practice.

JTE Insider Author Interview: Contextual Factors Informing Mentoring in Art Initial Teacher Education

Read the latest JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This interview features insights from the JTE article “Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education” by Ayelet Becher and Lily Orland-Barak. The article is published in the Nov/Dec 2018 issue of the Journal of Teacher Education. You can read the full text by visiting this link.

Coming Soon! Issue Brief supplement to National Portrait paints rich picture of student diversity


One of the most striking findings of AACTE’s signature report, Colleges of Education: A National Portrait, is the lack of diversity among education students, particularly at the bachelor’s and master’s degree levels. Education Students and Diversity:  A Review of New Evidence draws from a recently released U.S. Department of Education survey to examine the characteristics of students working toward bachelor’s and master’s degrees in education, to compare these students to the general student population, and to identify key differences by race/ethnicity.

The issue brief, which will be available for free download as an exclusive AACTE member benefit later this month, presents newly available data on the following topics for education students in bachelor’s and master’s degree programs:

  • Personal characteristics
  • Family circumstances
  • Parental education
  • Financial status
  • Employment
  • Attendance patterns

JTE Insider Podcast Spotlights History of Teacher Preparation

When it comes to teacher education, how can you distinguish problems, which can be solved, from dilemmas, which can only be managed? This question is the featured discussion of the Journal of Teacher Education article published in the Sept/Oct 2018 issue, Marching Forward, Marching in Circles: A History of Problems and Dilemmas in Teacher Preparation, authored by Jack Schneider, assistant professor of education, College of the Holy Cross.

In a recent podcast interview for JTE Insider blog, Schneider offers insights on the article during his chat with podcast host JTE graduate assistant Mary Neville. “It’s kind of a funny piece in that it tries to come up with a number of typologies for the history of teacher education,” said Schneider. During the interview, Schneider identifies four contextual factors, three core dilemmas and four periods of history of teacher education.

JTE Author Insights: Review of Culturally Responsive Intervention Practices

Check out the latest the JTE Insider post featuring insights from the Journal of Teacher Education (JTE) article “Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions” by Jessika H. Bottiani, Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. The article appears in the Sept/Oct 2018 issue of the Journal of Teacher Education.

JTE Author Interview: Analyzing Historical Intersections Between General and Special Education to Support More Inclusive Practice

Check out the latest the JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.

This interview features insights from the JTE article, “Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform” by Linda P. Blanton, Marleen C. Pugach, and Mildred Boveda. The article appears in the Sept/Oct 2018 issue of JTE.

Take a Deep Dive into Student Diversity on Oct. 18

One of the most important—and sobering—findings of AACTE’s recent report, Colleges of Education: A National Portrait, is that those studying education at the undergraduate and graduate levels are not nearly as diverse as the students they will serve. Indeed, the only other large professional field with less diverse bachelor’s degree recipients is agriculture.

As the author of the report, I invite you to join me and your colleagues for a close examination of education students’ characteristics during the webinar, National Portrait Deep Dive on Student Diversity, on October 18, 2:00–3:00 p.m. You will find answers to questions such as:

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