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Posts Tagged ‘JTE’

Call for JTE Manuscripts: Historical and Contemporary Issues in Teacher Education

The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on historical and contemporary issues in teacher education. Manuscripts are due February 1, 2017, and the editors anticipate that the issue will be published later that year.

As is the case in many other fields, historical events and issues in education have the potential to inform contemporary ones, and it is clear that the field would benefit from attention to the connections between the past and present.

Author Interview: Meghan Barnes, Peter Smagorinsky

Have you seen the JTE Insider blog managed by the Journal of Teacher Education editorial team? Check out the latest entry below.

In this author interview, Meghan Barnes discusses her article with Peter Smagorinsky, “What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs.” Their piece will be published in the September/October issue of JTE, but you can read it now via OnlineFirst.

JTE Editorial Highlights: May/June 2016

Have you seen the JTE Insider blog managed by the Journal of Teacher Education editorial team? Check out the latest entry below.

In the editorial of the May/June 2016 issue of the Journal of Teacher Education, Carter Andrews, Bartell, and Richmond bring awareness to the recent teacher sick-outs in Detroit Public Schools as a way to illustrate the continued resistance to elements that serve to dehumanize the teaching profession. They write:

We are calling attention to the teacher sick-outs in Detroit and the factors leading up to them in these pages, because they represent one of the numerous examples throughout the country of educators’ resistance to the continued de-professionalization of teachers and teaching and the institutional and structural forms of dehumanization that teachers experience regularly. Furthermore, we believe teachers’ professional self-concept is negatively impacted by inequitable working conditions in many high-need schools and communities that are not present in schools that are resource-rich. (p. 170)

Educators, Media Professionals Discuss ‘Digital Divide’ at AACTE Forum

AACTE’s 2016 Annual Meeting in Las Vegas, Nevada, addressed the demands of professional practice and the tough questions that face educators on a variety of fronts. On February 24, the editors of the Journal of Teacher Education (JTE)chose to focus their major forum on “Equity, Access, and the Digital Divide: Challenges for Teacher Education,” bringing together panelists from around the country who are working to close opportunity gaps for young people relative to—and through—the use of technology.

After JTE Coeditor Gail Richmond of Michigan State University introduced the panelists, the discussion started with Hardin Coleman, dean and professor in the School of Education at Boston University (MA). He spoke about shared characteristics of gap-closing schools, accreditation standards, and the steps he sees as necessary to close the technological gap. Coleman suggested focusing on the role of educators in the gap-closing process, deep engagement with educational partners, and supporting the systems of data that will inform progress. He championed efforts to create education systems that will provide a high-quality learning experience for all children.

AACTE to Honor JTE Article Linking Field Placements to Graduates’ VAM

AACTE has chosen Matthew Ronfeldt of the University of Michigan School of Education to receive the 2016 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for his article “Field Placement Schools and Instructional Effectiveness,” published in the September/October 2015 issue of the journal. The award will be presented at the 68th AACTE Annual Meeting Speaker Spotlight Session, Thursday, February 25, at The Mirage Hotel in Las Vegas.

Ronfeldt’s study aimed to determine (a) what types of schools in an urban district are used most for preservice field placement, (b) what school characteristics make a difference in the effectiveness (gauged by value-added measures, or VAM, in reading and math) of the teachers placed there, and (c) whether teachers’ effectiveness corresponds to the degree of match between their preparation sites and the schools where they currently work.

AACTE to Award Dissertation on Using Instagram to Elicit Teacher Reflection

AACTE will honor Monica T. Billen, assistant professor in the Kremen School of Education at California State University, Fresno, with the 2016 AACTE Outstanding Dissertation Award for her study #Learningtoteach: Using Instagram to Elicit Pre-service Teacher Reflection. The award will be presented at the 68th AACTE Annual Meeting Speaker Spotlight Session, Thursday, February 25, at The Mirage Hotel in Las Vegas.

Billen’s study investigated how using participant-driven images on Instagram influenced reflective expression among preservice teachers during a yearlong internship. By employing a photojournalistic approach, teacher candidates constantly noticed their surroundings and used these “noticings” as catalysts for deeper, more critical reflections. Participants touted this method as much more connected to real life, collaborative, and interesting than traditional reflection methods. Amassing more than 1,800 photos over a year’s time, preservice teachers built a unique visual data set using familiar technology combined with written and oral reflections.

Major Forum to Tackle Tough Questions on ‘Digital Divide’

The editors of the Journal of Teacher Education are pleased to be organizing our annual major forum for AACTE’s 68th Annual Meeting.  This year’s session, “Equity, Access, and the Digital Divide: Challenges for Teacher Education,” will be held Wednesday, February 24, 9:00-10:15 a.m. (Be sure to add it to your personal schedule in the Online Event Planner!)

Our goal is to bring together representatives of stakeholder institutions and organizations to discuss how AACTE members, working together, might effectively respond to the challenges teachers face in using technology to meet the needs of all students despite the inequities posed by the digital divide.

November/December JTE Looks at Improvement Science for Teacher Development

Are you looking to catch up on your reading over the holiday break? While you wait for the new issue of the Journal of Teacher Education (JTE) to arrive, here are some highlights of the current issue—which is also the final one edited by Stephanie Knight and her editorial team at Pennsylvania State University. (And the new editors at Michigan State University are eager to bring you their first issue in January!)


Containing general-topic articles as well as a special section addressing the theme of “Improvement Science for Teacher Professional Development,” the November/December 2015 issue is available online here. The theme section draws on the major forum organized by the JTE editors at the 2015 AACTE Annual Meeting (see video of the forum here) and is guest-edited by Paul LeMahieu, Ann Edwards, and Louis Gomez of the Carnegie Foundation for the Advancement of Teaching.

This month’s editorial offers a peek behind the editorial curtain with a 5-year retrospective on Penn State’s term serving the journal. The editors provide a frank analysis of their work and insightful observations about challenges faced by the field related to rigor and relevance in teacher education research. They also include their usual overview of the current issue, which features the following articles:

The Power of Activist Scholarship in Addressing Injustice and Intolerance

The events that recently took place at the University of Missouri are not isolated incidents. Sadly, they are only the most recent examples of a growing trend and reflect the injustices on campuses and in communities across the United States and worldwide. Rather than use this space to recapitulate these events, we instead consider how and why the field must be responsive to these injustices, how we should use these events to make decisions about instruction and about the culture we establish in our classrooms, and how we might use our scholarship to aid in the struggle for justice.

On one hand, acts of injustice seem incompatible with the culture of higher education—which is supposed to support rational thinking, human rights, and informed debate. Yet even at institutions of higher education, where most individuals consider themselves scholars, each of us carries with us experiences, prejudices, and perspectives that are not informed by scholarly work or debate. We cannot take the position that we are “above” the prejudices and stances which have long personal and sociological histories.

Call for JTE Manuscripts: Special Issue on Teaching to Changing Standards

The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on preparation for teaching to changing standards (e.g., Common Core, Next Generation Science Standards, C3 Framework for Social Studies Standards). Manuscripts are due February 15, 2016.

The Common Core State Standards for mathematics and for English/language arts have been adopted by more than 40 states. Many states have either adopted or are considering the Next Generation Science Standards. The C3 Framework for Social Studies Standards was intended to provide guidance to states wishing to revise their standards.

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