Posts Tagged ‘awards’

FAU Holmes Scholar Wins Dissertation Competition

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During the 70th Annual Meeting preconference events for the AACTE Holmes Program, selected Holmes Scholars participated in a brand-new competition to receive AACTE funding for their dissertation research. AACTE is pleased to announce that the winner of the AACTE Holmes Dissertation Funding Competition is Kayla C. Elliott of Florida Atlantic University for her study, Pride, Power, and Prejudice: The Impact of Performance-Based Funding on Public Historically Black Colleges and Universities.

The funding competition, announced to Holmes Scholars in December, offered a prize of $5,000 to support the winning applicant in completing his or her dissertation. In addition, the winner will receive complimentary registration to the 2019 AACTE Annual Meeting in Louisville, Kentucky.

National Superintendent of the Year Is UW-Madison Alumnus

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Congratulations to 2018 National Superintendent of the Year David Schuler of Township High School District 214 in Arlington Heights, Illinois!

Schuler, who heads the state’s second-largest high school district, was Illinois’ finalist for the honor given by AASA, the School Superintendents Association. He is also an alumnus of an AACTE member institution, the University of Wisconsin-Madison, where he received a master’s degree and Ph.D. from the School of Education’s Department of Educational Leadership and Policy Analysis.

CU Denver to Be Honored With AACTE Award for Multicultural Education

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Congratulations to the University of Colorado Denver School of Education and Human Development (SEHD) on its selection to receive the 2018 AACTE Best Practice Award in Support of Multicultural Education and Diversity! The award will be presented March 1 at the Opening Keynote of the AACTE 70th Annual Meeting in Baltimore, Maryland.

The university, known as CU Denver, offers multiple pathways for teacher preparation to fit the needs of candidates from a variety of backgrounds and contexts, succeeding in attracting a diverse range of students. The program aims to prepare teacher candidates who believe all PK-20 learners deserve access to an excellent education by building upon the strengths of their individual culturally diverse backgrounds.

Stacy Duffield of North Dakota State Chosen for 2018 Pomeroy Award

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AACTE’s Committee on Professional Preparation and Accountability has selected Stacy K. Duffield, professor in the College of Human Development and Education at North Dakota State University, to receive the 2018 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

The Pomeroy Award, named for longtime AACTE Executive Director Edward C. Pomeroy, is one of the Association’s highest honors, recognizing distinguished service either to the educator preparation community or to the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level. Duffield stands out in all of these categories.

Robotics Academy at Northeastern State to Win AACTE Technology Award

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On behalf of the AACTE Committee on Innovation and Technology, I am delighted to announce the winner of the 2018 AACTE Best Practice Award for the Innovative Use of Technology: the College of Education at Oklahoma’s Northeastern State University (NSU), for its Robotics Academy of Critical Engagement (RACE) program. Representatives from NSU will receive the award on Saturday, March 3, during the Closing Keynote at the AACTE Annual Meeting in Baltimore, Maryland.

This annual award celebrates and recognizes the innovative use of educational technologies in a school, college, or department of education in ways that stretch beyond established practice to enable change in teacher education programs.

AACTE to Award Dissertation on Teacher Identity for Inclusion in Urban Schools

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AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates – or struggles to translate – into their practice as new teachers. The study uncovered important insights for bridging gaps between teacher preparation and induction.

AACTE to Honor JTE Article on Inquiry-Oriented Teaching Standards

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AACTE has chosen an article by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland (New Zealand) to receive the 2018 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. The winning article, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching,” was published in the January/February 2017 issue of the journal. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.

In this article, the authors identify problems in the design and implementation of teaching standards that widen the divide between theory and practice. They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices. This model also positions both teachers and students as learners and is driven by inquiry and evidence. In this way, the authors raise critical issues that diverse stakeholders in teacher preparation – from practitioners to policy makers – must take into account to ensure more effective teaching.

Jolanda M. Westerhof of AASCU to Receive AACTE’s Imig Award

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AACTE’s Committee on Professional Preparation and Accountability has selected Jolanda M. Westerhof, associate vice president and director of teacher education for the American Association of State Colleges and Universities (AASCU), to receive the 2018 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.

The Imig Award, named for AACTE President and CEO Emeritus David G. Imig, recognizes distinguished achievement in the formulation, implementation, or analysis of teacher education policy, or in the performance of distinguished scholarship in educator preparation.

Marcelle Haddix to Win AACTE Award for Book on Diversifying Literacy Teacher Prep

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AACTE is delighted to announce the selection of Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, by Marcelle Haddix of Syracuse University (NY), to receive the 2018 AACTE Outstanding Book Award. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

Reviewers praised this book for its clear and engaging writing and its well-sourced, thoughtful scholarship – as well as its timely and critical focus on diversifying the teaching workforce. The book’s copublishers, Routledge and the National Council of Teachers of English, articulate this focus in the following abstract:

AACTE Names Rutgers Language Partnership for Global Award

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Congratulations to the Rutgers University Graduate School of Education (New Brunswick, NJ) on its selection to receive the 2018 AACTE Best Practice Award in Support of Global and International Perspectives! The award will be presented March 1 at the Opening Keynote of the AACTE 70th Annual Meeting in Baltimore, Maryland.

The Rutgers Graduate School of Education (GSE) offers learning opportunities that link the local and global to connect future educators, leaders, and researchers to the reciprocal influences of local communities and global society. Teacher candidates may participate in several global opportunities, including education-study abroad programs, PK-12 mentoring, and a new linguistically diverse program, “The Conversation Tree: Community-Based Language Partnerships.”

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