• AACTE 70th Annual Meeting, Baltimore, MD

Posts Tagged ‘JTE’

Study: Secondary Math Teacher Candidates Need More Preparation in Statistics

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. 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.

This interview features insights from the article “New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?” written by Jennifer N. Lovett of Middle Tennessee State University and Hollylynne S. Lee of North Carolina State University. The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

How Teacher Education Can Elevate Teacher Quality: Highlights From Sept./Oct. JTE

Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!

  • In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.

JTE Interview: Promoting Visual Literacy in Elementary Social Studies

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. 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.

This interview features insights from the article “Seeing Is Believing: Promoting Visual Literacy in Elementary Social Studies,” by Kristy A. Brugar of the University of Oklahoma and Kathryn L. Roberts of Wayne State University (MI). The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

JTE Author on Helping Candidates Address Academic Language

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. 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.

This interview features insights from the article “Collaborating to Address the Challenge of Academic Language,” by Trace Lahey of York College, City University of New York. The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

Teacher candidates rely on mentors working in their college-based teacher education programs and mentors working in the college’s partner schools to support their development as future teachers as well as their Teacher Performance Assessment (edTPA) preparations.

JTE Author Interview: Boosting Vocabulary Instruction in the Inclusive Middle School Science Classroom

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with one author of a recent article. 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.

This interview features insights from the article “Effects of a Multimedia Professional Development Package on Inclusive Science Teachers’ Vocabulary Instruction,” by Michael J. Kennedy, Wendy J. Rodgers, John Elwood Romig, John Wills Lloyd, and Mary T. Brownell. The article, which appears in the March/April issue of JTE, is summarized in the following abstract:

Vocabulary knowledge is vital for students’ success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers’ use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.

Multimodal Explorations in Language, Identity, Culture Inform Development of Bilingual Teachers

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with authors of a recent article. 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.

This interview features insights from the article “Preparing Bilingual Teachers: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture” written by Patricia Martinez-Álvarez, Isabel Cuevas, and María Torres-Guzmán. The article, which appears in the March/April issue of JTE, is summarized in the following abstract:

JTE Authors Propose Inquiry-Oriented Standards to Capture Complexity of Teaching

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with authors of a recent article. 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.

This interview features insights from the article “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching” by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland, New Zealand. The article, which appears in the January/February 2017 issue of JTE, is summarized in the following abstract:

JTE Author Interview: ‘Change Happens Beyond the Comfort Zone’

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with authors of a recent article. 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.

This interview features insights from the article “Change Happens Beyond the Comfort Zone: Bringing Undergraduate Teacher Candidates Into Activist Teacher Communities,” from authors Kathleen Riley and Kathryn Solic. The article, featured in the March/April issue of JTE, is summarized in the following abstract:

JTE Author Interview: ‘Connecting Teacher Professional Development and Student Mathematics Achievement’

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. 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.

This interview features insights from the article “Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program,” from authors Traci Shizu Kutaka, Wendy M. Smith, Anthony D. Albano, Carolyn Pope Edwards, Lixin Ren, Heidi Lynn Beattie, W. James Lewis, Ruth M. Heaton, and Walter W. Stroup. The article, featured in the March/April issue of JTE, is summarized in the following abstract:

Thank You

Leaving office as president and CEO of AACTE is truly bittersweet. First, the bitter part: After 12 years, I am acutely aware of many good reasons to retire from this office in spite of my abiding passion for the profession and causes of equity. At this moment, it is clear to me that my passion for the work is far outpaced by the energy required to get it done.

Now, for the sweet part (albeit severely summarized):

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