Posts Tagged ‘research’

New Initiative To Advance Teacher and Principal Preparation Grounded in the Science of Learning

Research shows that teachers are the number one in-school factor affecting student outcomes and principals are the number two factor. One important metric for those outcomes is how well and how equitably our nation’s diverse students are able to navigate our increasingly global and technologically complex world, where skills like critical thinking, collaboration, communication, and being able to apply knowledge in a range of contexts are crucial to success. Today, Learning Policy Institute and Bank Street Graduate School of Education have announced the launch of the Educator Preparation Laboratory (EdPrepLab), a new initiative to help educator preparation programs ensure that new teachers and leaders are able to provide all k-12 students with the kind of deeper learning that helps them develop those skills. 

EdPrepLab brings together 15 of the nation’s leading teacher and principal preparation programs to collaborate on further developing and documenting models for preparation that equip educators to advance  deeper learning and equity, and that can inform  other programs across the nation. The initiative will also support research to improve preparation programs and work with policymakers at federal, state, and local levels to help leverage policies that encourage the use of research-based practices that ensure new teachers and school leaders are well-equipped to provide deeper learning and to build the next generation of equitable schools and instructional education practices.

“Our world has changed significantly since the U.S. education system was first developed, and students today need an education that supports and prepares them for that more diverse, technology-driven, knowledge-based society,” said Learning Policy Institute President Linda Darling-Hammond. “That means we need to prepare teachers and school leaders to provide this kind of education. Fortunately, we have research to guide the way. There is a wealth of new knowledge about the science of learning and development, how social and emotional skills support academic learning, and how to ensure that students really understand what they have learned.”

Grant Opportunity for Hispanic-Serving Institutions


The Department of Education is seeking Hispanic-Serving Institutions (HSIs) applicants to apply for a portion of a new $24 million developmental grant created to address low completion rates among Hispanic postsecondary students.

This new grant is open to all HSIs that demonstrate a commitment to developing ways to identify and address the strengths and weaknesses of their institution’s enrollment, retention, and support for Hispanic and low-income students. The Department of Education will support projects designed to expand the number of Hispanic students at the undergraduate, graduate, and professional level and that help to facilitate their rates of graduation. HSI programs hoping to use the grant to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that serve a majority of Hispanic students are encouraged to apply.

Awards will not exceed $600,000 for a single budget period of 12 months. The deadline for applying for these FY19 awards is July 15, 2019.

Those institutions interested in applying are encourages to visit grants.gov.

Do you have questions about this announcement? Please contact me at wcummings@aacte.org

Social Emotional Learning Is Essential for Student Success


Social and emotional skills, habits, and mindsets—such as being able to manage emotions, establish and maintain positive relationships, and make responsible decisions—can set students up for academic and life success. Decades of research show that incorporating social and emotional learning (SEL) into instruction can lead to positive outcomes, from increased test scores and graduation rates to positive behaviors that support student success in school and beyond.

What can teacher preparation programs do to prepare teachers to integrate SEL into everyday classroom learning? A new case study from the Learning Policy Institute (LPI), Preparing Teachers to Support Social and Emotional Learning: A Case Study of San Jose State University and Lakewood Elementary, provides rich examples of how a publicly funded university in California integrates social and emotional dimensions of teaching and learning into its program, from courses on foundational theory and academic curriculum to fieldwork.

The “Inconvenient Truths” of Early Childhood Education and Care

The United States needs to rethink its approach to early childhood education and care (ECEC), based on the experiences of innovative systems around the world, and develop a cohesive system that is high-quality, equitable, sustainable, and efficient. This is the principal finding of the groundbreaking study from the National Center on Education and the Economy (NCEE), The Early Advantage. An event to release the study was held in Washington, DC, on May 16.

The study examines how innovative jurisdictions around the world are strategically and inventively designing and implementing early childhood policies and services to advance children’s well-being, and provides policy recommendations to help the United States expand the reach, equity, and rigor of its early childhood offerings.

Join UCF Holmes Scholars this Summer at their Research and Scholarship Expo


I am thrilled to invite all Holmes Scholars to this year’s Research & Scholarship Expo! The 2019 Expo theme is Building Bridges: Promoting Impactful, Equitable Research. Sponsored by the Holmes Scholar Program and the College of Community Innovation and Education at the University of Central Florida (UCF), this Expo will provide the opportunity to engage all doctoral students in conversations focused on research, scholarship, external grant funding, and the publication process while learning strategies to navigate higher education through mentorship, advocacy, and productivity. Faculty are also invited to attend and take part in the conversation.
The Expo will take place June 28-29, 2019 in sunny Orlando, FL on the beautiful UCF campus. The Keynote address will be delivered by David H. Jackson, Jr., dean of the School of Graduate Studies and Research at Florida A&M University. It will conclude with a social gathering of participants to network and continue the conversation work. 

Special online registration rates are available for all Holmes Scholars, Holmes alumnus, doctoral students, and faculty/mentors. Please visit 

https://2019ucfholmesscholarexpo.eventbrite.com for more information and to register online. See you there! 

Call for Entries: 2018 AACTE Outstanding Book Award


AACTE is now accepting nominations for the 2020 Outstanding Book Award. Nominations must be made through the AACTE online submission system by May 16.

The Outstanding Book Award, overseen by the AACTE Committee on Research and Dissemination, recognizes exemplary books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. 

Here are our most recent winners:

2019  Mary Dilworth, Millennial Teachers of Color (Harvard Education Press)    

2018  Marcelle Haddix, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me (Routledge & NCTE)

2017    Eva Zygmunt and Patricia Clark, Transforming Teacher Education for Social Justice (Teachers College Press)

Findings on Black Women Educator Professional Experiences


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 Melanie M. Acosta, author of the JTE article “The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators.” The article is published in the Jan/Feb 2019 issue of the Journal of Teacher Education.

Q1. What motivated you to pursue this particular research topic?

I was compelled to study the professional experiences of exceptional Black women educators for many reasons. One of the most important reasons was related to my own positionality as a Black woman educator with a record of success in teaching. Another crucial reason I wanted to pursue research on Black women educator professional experiences was related to expanding and complicating the dialogue on diversifying the teaching force to focus on issues affecting Black teacher retention, which includes teachers’ positionalities and the treatment of Black women educators in schools.

Call for Entries: 2020 AACTE Awards


Applications for the 2020 AACTE awards are now open on AACTE’s online submission site. Entries for the Outstanding Book Award are due May 16 and entries for the Outstanding Dissertation Award are due August 20. All other award submissions are due October 9.

This is the 24th year AACTE’s awards program has been recognizing member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of the 2019 award winners, see this press release.

Register for the UCF Holmes Scholars Research & Scholarship Expo

I have exciting news for all master’s and doctoral students! The University of Central Florida (UCF) Holmes Scholar Program will host a Research & Scholarship Expo, Building Bridges: Promoting Impactful, Equitable Research, on June 28-29 in Orlando, FL. The Expo will include sessions on developing and conducting qualitative and quantitative research, exploring and securing external grant funding, developing winning manuscripts (conceptual and empirical), problem-solving through the dissertation journey, building meaningful mentoring relationships, and other practical topics related to successfully navigating higher education and the publication process.

Our keynote speaker will be David H. Jackson, Jr. dean of the School of Graduate Studies and Research at Florida A& M University.

Although the Research Expo will be hosted by the UCF Holmes Scholar program, the sessions are open to all master’s and doctoral students. For registration and hotel information, please visit https://2019ucfholmesscholarexpo.eventbrite.com.

For more information, feel free to contact me at Dr-S@ucf.edu or Amanda Wilkerson at Amanda.Wilkerson@ucf.edu.

JTE Author Insights: Examining Preservice Teacher Quality and Attrition

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 authors of the JTE article “Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition.” Robert Vagi, Margarita Pivovarova, and Wendy Miedel Barnard co-authored the article, which is published in the March/April 2019 issue of the Journal of Teacher Education.

Q1. What motivated you to pursue this particular research topic?

With a background as a classroom teacher, I’ve seen firsthand the impact that great teachers can have on students. In my experience (and research supports this), those teachers are most desperately needed in challenging schools. As a result, I’ve always been interested in the strategic recruitment and retention of high-quality teachers. This interest fit naturally with my Ph.D. program that was housed in one of the largest teacher education colleges in the country. My co-authors, on the other hand, have been engaged in research on teacher quality and evaluation for several years, both for pre-service and in-service teachers.

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