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Posts Tagged ‘research’

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:

Applying for Federal Research Funding? View On-Demand Webinars From IES for FY18

The U.S. Department of Education’s Institute for Education Sciences (IES) has released a series of on-demand webinars to assist prospective grantees in completing applications for the Fiscal Year 2018 grant cycle.

Some webinars provide viewers with general guidance on the grant application process, while others are more specific to particular grant programs. After viewing a webinar, potential applicants can e-mail IES with any questions they might have that weren’t addressed during the webinar.

In addition to the general-topic webinars, the IES archive currently contains information on five grant opportunities; another five are said to be coming soon. Each webinar’s archive includes a video recording, PowerPoint slides, and a transcript.

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:

Whitney Watkins Named Holmes Scholar of the Month

Congratulations to Whitney Watkins, Holmes Scholar of the Month for June-July 2017! Watkins is a third-year doctoral candidate in the Higher Education and Policy Studies Ed.D. program at the University of Central Florida (UCF).

Watkins recently completed a 2-year tenure as president of the Holmes Scholars Council, marked by her heart and passion for equity and diversity. Putting forth all efforts into the Holmes Program expansion, she was excited to see the organization grow.

At UCF, Watkins teaches at least two classes a semester focusing on student leadership and development, often with a heavy focus on diversity initiatives. In addition, she serves as the adviser for two student organizations on her campus and mentors countless individual students from a variety of backgrounds, reflecting her incredible passion for college student development and leadership.

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:

Apply Now for 2018 AACTE Awards

Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.

Now in its 22nd year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.

Call for Entries: 2018 AACTE Outstanding Dissertation Award

Have you recently completed a fabulous dissertation? Then AACTE wants to hear from you! Applications for the 2018 Outstanding Dissertation Award are being accepted in our online submission system now through August 18.

The AACTE Outstanding Dissertation Award recognizes excellence in doctoral dissertation research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. Dissertations completed since January 2016 are eligible for consideration, regardless of what institution awarded the doctorate (member or nonmember of AACTE). See the call for entries (PDF) for other requirements.

Call for Papers: NKU Symposium on Teacher Diversity

Cynthia B. Dillard

Are you developing, implementing, or evaluating policies or practices that help increase the numbers and improve the experiences of teachers of color? The Department of Teacher Education at Northern Kentucky University (NKU) wants to hear from you! Paper proposals are due May 15 for a September event, “Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color.”

The symposium, to be held September 15 at NKU, will feature a keynote address from Cynthia B. Dillard of the University of Georgia titled “You Are Because I Am: The Necessity of Identity, Mutuality, and Equity in Teacher Education.” Other sessions will highlight accepted papers from researchers, practitioners, and students based in PK-12 and higher education.

Study Examines How Asset-Based Pedagogy Affects Latino Students’ Ethnic, Achievement Identities

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

In the interview below, Francesca A. López of the University of Arizona provides some insight behind her research for the article, “Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics.” The article, published in the March/April issue of the journal, is summarized in the following abstract:


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