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Posts Tagged ‘research’

Input Still Needed on AAEE Supply-Demand Survey

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey. The views expressed in this post do not necessarily reflect the views of AACTE.

The annual American Association for Employment in Education (AAEE) Educator Supply and Demand Report needs your input! If you have not already done so, please complete this year’s survey by January 27.

JTE Author Interview: Facilitating Teacher Learning With Different Representations of Practice

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

This interview features insights from the JTE article, “Facilitating Teacher Learning When Using Different Representations of Practice,” written by Gloriana González, Jason Deal, and Lisa Skultety of the University of Illinois at Urbana-Champaign. The article is featured in the November/December issue of JTE; you can read the article by going to this link.

Call for Participation – Study on Yearlong Preservice Preparation Models

The clinical models promoted by the Bank Street Sustainable Funding Project are among the high-quality formats for teacher preparation being studied by AACTE’s Clinical Practice Commission. The study described in this article is not officially connected with AACTE or the Clinical Practice Commission.

The Sustainable Funding Project (SFP) at Bank Street College of Education (NY) seeks educator preparation leaders to participate in a study of clinically rich preparation programs.

Educators agree that sustained preservice clinical practice is essential to ensure teachers enter the classroom well-situated for success. SFP studies how to enable all aspiring teachers to enter the profession through affordable, high-quality programs—programs that include yearlong clinical experiences for teacher candidates—so that every teacher is prepared for the demands of the 21st-century classroom.

JTE Author Interview: Studying Candidates’ Responses to Immigration Documentary

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? You’ll find recent podcast interviews with Kevin Kumashiro, discussing how the field has changed since the publication of his 2010 article “Seeing the Bigger Picture: Troubling Movements to End Teacher Education,” and with Noelle Paufler, author of “Preparing Teachers for Educational Renewal Within Current Contexts of Accountability: Reflecting Upon John Goodlad’s Twenty Postulates.” Meanwhile, check out the latest author interview below.

This interview features insights from the JTE article “Riding la Bestiá: Preservice Teachers’ Responses to Documentary Counter-Stories of U.S. Immigration,” written by Lisa Brown Buchanan (LBB) and Jeremy Hilburn (JH). You can find this article in the November/December of JTE through this link.

Reminder: Complete Supply-Demand Survey by Jan. 16

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey.

aaee logo

If you haven’t already done so, could you please take 10-15 minutes to complete the 2016-17 AAEE Supply and Demand Survey? You do not need to be a member of AAEE to participate in the survey, and all respondents will receive an executive summary of the results. The survey is open through January 16.

JTE Author Interview: How Perfectionism Affects Teachers’ Persistence

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

JTE

This interview features insights from Northwestern University’s Brady K. Jones, author of the JTE article, “Enduring in an ‘Impossible’ Occupation: Perfectionism and Commitment to Teaching.” You can find this article in the November/December of JTE through this link.

Penn Center for MSIs Convening Highlights New Report

On October 28-30, we had the privilege of taking part in the National Convening on Success in Teacher Education at Minority-Serving Institutions (MSIs), held at the University of Pennsylvania. Hosted by the Penn Center for Minority Serving Institutions, the convening was focused around the release of the Center’s new report, A Rich Source for Teachers of Color and Learning: Minority Serving Institutions.

MSIs, which include Hispanic-serving institutions, tribal colleges and universities, historically Black colleges and universities, and Asian American and Native American/Pacific Islander-serving institutions, educate 20% of college and university students, many of whom are low-income and first-generation college students as well as students of color. Because of their focus and scope, MSIs play a key role in teacher preparation and efforts to diversify the nation’s teaching workforce.

Entries Due Dec. 2 for Teacher Diversity Research Award

The AACTE Diversified Teaching Workforce (DTW) Topical Action Group (TAG) invites nominations by December 2 for the 2017 Teacher Diversity Research Award.

The award recognizes outstanding research and advocacy related to various policies, practices, programs, pedagogies, systems, and/or institutions for the purpose of advancing teacher diversity. The research leadership embodied by the recipient of this award reflects the DTW TAG mission and goals and advances our current understanding of how to diversify our teacher workforce to enhance educational opportunities for all students.

Call for ‘Data Dive’ Blog Articles

To expand the Data Dive blog series on Ed Prep Matters, AACTE invites members to submit brief articles presenting and discussing data related to educator preparation.

Like all blog submissions, Data Dive articles should be approximately 500 words and contain news or commentary relevant to AACTE or to educator preparation generally. Please include tables, charts, or other illustrations of the data and your analysis. Advertising-related posts are not permitted, and the content – including any graphics – must not infringe on any copyright agreements or laws.

Education Deans’ Beliefs: Follow-Up Survey

Deadline extended: Please respond by December 2

The study of the education deanship and what is perceived as contributing to success in that key role is both timely and imperative. Such research can help standing deans reflect on their own characteristics and practices and perhaps adapt them to better effect. It can also assist prospective deans in understanding what capabilities figure to be necessary in increasing their leadership effectiveness should they assume these roles.

We invite your participation this month in a national survey, the “Deans’ Performance Belief Survey,” supported by AACTE. The purpose of this survey is to gauge education deans’ beliefs about the ways of thinking, being, and acting that are essential for doing their jobs.

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AACTE VP Rod Lucero quoted in More Districts Rely on Teachers from Alternative Certification, but Can They Teach? https://t.co/qPknYuDpZZ

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