Posts Tagged ‘JTE’
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.
In a recent podcast interview for JTE Insider blog, author Dan Goldhaber from the University of Washington offers an overview of his article, Evidence-Based Teacher Preparation: Policy Context and What We Know, during a talk with Graduate Assistant Mary Neville. The article was published in the March/April 2019 issue of the Journal of Teacher Education.
Goldhaber shares that the article is intended to do two thing: Describe what is known about teacher education and what happens once a teacher candidate becomes an in-service teacher, and secondly, to make observations about some of the structures that might be needed for state teacher preparation programs to learn more about what constitutes effective teaching.
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.
University of Alabama, University of Louisville, and University of Florida Researchers to Win 2019 Award for Outstanding Article in Journal of Teacher Education
AACTE has chosen an article by Melanie M. Acosta of the University of Alabama, Michele Foster of the University of Louisville, and Diedre F. Houchen of the University of Florida, as recipients of the 2019 AACTE Outstanding Journal of Teacher Education Article Award. Their article, “Why Seek the Living Among the Dead? African American Pedagogical Excellence: Exemplar Practice for Teacher Education,” was published in the September/October 2018 issue of the journal and will be recognized formally with the award at the AACTE 71st Annual Meeting, February 22-24, in Louisville, KY.
In this article, the authors address current dilemmas in recruiting and preparing a diverse teaching force by reorienting teacher education toward an underutilized resource—African American pedagogical excellence. This article outlines the core attributes of African American pedagogical excellence, including its historical genesis, and reveals ways public school desegregation has jeopardized the transcendence of African American pedagogical excellence within teacher education. The article concludes with possibilities and recommendations for moving African American pedagogical excellence from margin to center in teacher education.
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.
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.
Check out the September/October 2018 issue of the Journal of Teacher Education (JTE). It is now available online and hitting desks around the country. See what Volume 69 Number 4 has to offer!
After successfully completing its original 3-year term as editorial host of the Journal of Teacher Education (JTE), Michigan State University (MSU) this month began work under a renewed contract for editing the highly ranked journal through 2021.
As of July 1, the coeditors are Tonya Bartell, Dorinda Carter Andrews, Robert Floden, and Gail Richmond, all from MSU. Associate editors include Jeff Bale, University of Toronto, Canada; Christine Cho, Nipissing University, Canada; Corey Drake, MSU; Nathan Jones, Boston University (MA); Emery Petchauer, MSU; and Cinthia Salinas, University of Texas, Austin. The team is further supported by MSU Assistant Editor Maribel Santiago and Graduate Assistants Eliana Castro and Mary Neville.
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.
Chezare Warren, assistant professor at Michigan State University, received AACTE’s Outstanding Dissertation Award in 2014 for his study Empathic Interaction: White Female Teachers and Their Black Male Students, which was completed in 2012 at the University of Illinois at Chicago. (Reminder: AACTE is seeking submissions for the 2019 Outstanding Dissertation Award now through August 20.)