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Submissions Due for AACTE Dissertation Award

2021 AACTE Awards Banner

The deadline for the AACTE 2021 Outstanding Dissertation Award is quickly approaching. Have you or someone you know recently completed a prize-worthy doctoral dissertation related to educator preparation?  If so, applications are being accepted through our online submission system until August 21.

This 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. Overseen by AACTE’s Committee on Research and Dissemination, this award includes a $1,000 cash prize, as well as special recognition at AACTE’s 73rd Annual Meeting in Seattle, WA, February 26 – 28, 2021.

AACTE Committee Members Honored with Prestigious Research Award

Current and former members of the AACTE Committee on Innovation and Technology (I&T) were recognized with the International Society for Technology in Education (ISTE) 2020 Journal of Digital Learning in Teacher Education (JDLTE) Outstanding Research Paper Award for their case study research, “TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders(Clausen, Finsness, Borthwick, Graziano, Carpenter, & Herring, 2019). Recipients of the award include: Jon Clausen, Ball State University; Elizabeth Finsness, Minnesota State University, Mankato; Arlene Borthwick, National Louis University; Kevin Graziano, Nevada State College; Jeffrey Carpenter, Elon University; and Mary Herring, University of Northern Iowa. The research award affirms the long-term work and impact of the AACTE I&T Committee.

The case study examined how the Technological Pedagogical and Content Knowledge (TPACK) leadership diagnostic tool was used by teacher education leaders who established and sustained organizational and learning environments for TPACK-based initiatives at three institutions. Participants indicated all components in the tool were relevant for planning and implementing their TPACK initiatives. Participants “used the diagnostic tool to engage with others about their initiatives, to consider how physical spaces and personnel could be repurposed in support of their initiatives, and to think critically about prioritizing competing political, financial, and contextual demands” (Clausen et al., 2019, p. 64).

Trine Seniors Recognized as Outstanding Future Educators

This article originally appeared on the Trine University News site and is reprinted with permission.

Three Trine University students from the Franks School of Education have been recognized as Outstanding Future Educators by the Indiana Association of Colleges for Teacher Education (IACTE).

Graduating seniors Cassi Wyse, an elementary education major from Archbold, Ohio, Mackenna Kelly, a mathematics education major from Angola, Indiana, and Connor Moore, a health and physical education major from Indianapolis, were scheduled to be honored with other students from across the state at the Outstanding Future Educators Banquet in Carmel, Indiana, on April 3. However, the event was canceled due to the COVID-19 outbreak.

“Though I’m heartbroken we were unable to join together to recognize these future educators in the way they deserved, the lack of a formal celebration in no way diminishes their accomplishments as teacher education students at Trine and the excellence they bring to their teaching careers,” said Anthony Kline, dean of the Franks School of Education. “We are proud of their effort here and look forward to their success as professional educators.”

Each teacher preparation program in the state recognized teacher candidates with the honor.

AACTE Congratulates 2020 National Teacher of the Year Tabatha Rosproy

2020 National Teacher of the Year - Tabatha RosproyAACTE congratulates 2020 National Teacher of the Year Tabatha Rosproy and AACTE member institution Fort Hays State University for preparing her for a distinguished teaching career. Rosproy, a 10-year veteran Kansas teacher, is the first early childhood educator to be named National Teacher of the Year by the Council of Chief State School Officers (CCSSO).

Rosproy teaches preschool at Winfield Early Learning Center in Winfield, Kansas, which is housed in a local retirement community and nursing home. Her classroom is an inclusive inter-generational program that provides preschoolers and residents with multiple daily interactions and serves special education and typically developing preschoolers in a full-day setting.  As the COVID-19 pandemic forced the closure of school buildings across the country, Rosproy served as a co-chair of the educator task force that helped compile Kansas’s continuous learning guidance.

Deadlines Extended for AACTE’s Call to Serve

AACTE's Call to Serve

Will you answer the call to serve the profession? AACTE needs you and has extended the deadlines to volunteer. Be sure to mark your calendar and click on the links below for more information:

  • Submission Deadline: May 22, 2020 – If you are a chief representative, please take a few minutes to cast your vote on the recent revisions to the AACTE Articles of Incorporation and Bylaws.
  • Submission Deadline Extended: May 27, 2020 – The Call for Reviewers seeks qualified individuals (from AACTE member institutions) interested in reviewing proposals this coming June and July for the 2021 Annual Meeting.
  • Submission Deadline: May 29, 2020 – The Call for Standing Committee Nominations invites applications from members with broad and deep experience in educator preparation to serve on an AACTE standing committee for a 3-year term starting March 1, 2021.
  • Submission Deadline Extended: June 10, 2020 – The Call for Proposals (open to both members and nonmembers) invites proposals for sessions at the 2021 AACTE Annual Meeting. Acceptance notifications will be sent in late August, and individuals with accepted proposals will be expected to register and attend AACTE’s 73rd Annual Meeting in Seattle, February 26-28, 2021.
  • Submission Deadline: June 15, 2020 (for 2021 Outstanding Book Award) – The 2021 AACTE Awards Call for Entries (open to both members and nonmembers) is now open. Applications for the 2021 Outstanding Book Award are currently being accepted.

Simply log in to AACTE’s online submissions site to get started!

The Value of Being an AACTE Volunteer

AACTE Board Meeting

Here is your opportunity to engage with AACTE! The Association is currently accepting 2021 Annual Meeting session proposals and reviewer applications, nominations to serve on AACTE Committees, 2021 award nominations, and voting on revisions to the Association’s bylaws and articles of incorporation. With so many opportunities available, will you answer the call to serve the profession?

Each call to action has its own deadline, so be sure to mark your calendar and click on the links below for more information:

Call for Entries: 2021 AACTE Dissertation Award

Do you know someone who recently completed a prize-worthy doctoral dissertation related to educator preparation? Applications for AACTE’s 2021 Outstanding Dissertation Award are being accepted in our online submission system now through August 21.

This 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. Overseen by AACTE’s Committee on Research and Dissemination, this award includes a $1,000 cash prize, as well as special recognition at AACTE’s 73rd Annual Meeting in Seattle, WA, February 26 – 28, 2021.

Individuals receiving a doctorate since January 1, 2019 are eligible to apply for this award. The primary selection criterion is quality of scholarship. The narrative summary file should answer the following questions about the dissertation:

Call for Entries: 2021 AACTE Awards

AACTE Awards Banner

Applications for the 2021 AACTE awards are now open. For most of the awards, programs and individuals can be either self-nominated or nominated by a third party.  To submit your nomination, visit AACTE’s online submission site.  Entries for the Outstanding Book Award are due May 15 and entries for the Outstanding Dissertation Award are due August 15. The due date for all other award submissions is October 9.

Winning entries will be decided by the AACTE standing committees and recognized formally at the 2021 Annual Meeting, February 26 – 28, in Seattle, Washington.

Robert Floden Named an AERA 2020 Fellow

Robert Floden

AACTE Board member Robert E. Floden is one of 12 prominent scholars selected as a 2020 American Educational Research Association (AERA) Fellow. AERA Fellows are selected based on their notable and sustained research achievements. Floden, along with the other 2020 Fellows, will be inducted on April 18 during the 2020 AERA Annual Meeting in San Francisco, CA.

Floden is dean of the College of Education at Michigan State University and a University Distinguished Professor of teacher education. He serves as co-editor of the Journal of Teacher Education, the official journal of AACTE. During its meeting last month, AACTE Board members elected Floden as the chair-elect and a member of the Executive Committee. He will begin his term as AACTE chair in 2021.

“We are delighted to honor these scholars for their contributions to education research and their dedication to the field,” said AERA Executive Director Felice J. Levine. “AERA Fellows exemplify the highest standards of excellence through accomplishment, professionalism, and commitment. We welcome the class of 2020 to these prestigious ranks.”

AERA is the largest national interdisciplinary research association devoted to the scientific study of education and learning. The 2020 Fellows were nominated by their peers, selected by the Fellows Committee, and approved by the AERA Council, the association’s elected governing body. They join 665 current AERA Fellows.

Learn to Build a Framework for Developing Candidates’ Global Competencies at #AACTE Preconference

In acknowledging the diversification of the P-12 population in U.S. classrooms, is your college or university prepared to develop candidates’ global competencies? AACTE’s Committee on Global Diversity is hosting a preconference workshop, “Internationalization of Teacher Education: Building a Strategic Framework for Developing Candidates’ Global Competencies,” which will assist in this process. 

This preconference event will explore methods to infuse global competency into the curriculum and provide strategies for educator preparation programs to incorporate local and international opportunities—with a focus on developing successful partnerships to facilitate these opportunities.

Participants will actively engage with AACTE award recipients as well as influential experts in the field. Together they will hold meaningful discussions on best practices, innovative experiences and partnerships and, importantly, ways to develop authentic and meaningful programs that prepare mindful teacher candidates who advocate for and insist on multicultural education and diverse global perspectives within the classroom.

Indiana University School of Education to Receive AACTE Award for Global/International Initiatives

 

Indiana University School of EducationAACTE is delighted to announce Indiana University School of Education as the recipient of the 2020 AACTE Best Practice Award in Support of Global and International Perspectives for its K-16 Global Education Initiatives across Indiana program. Vesna Dimitrieska, coordinator, Global Education Initiatives at Indiana University School of Education and Hamilton Lugar School of Global and International Studies, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

The uniqueness of Indiana University’s program lies in its structure as a joint program between its School of Education and its Hamilton Lugar School (HLS) of Global and International Studies, working collaboratively to create globally competent teachers. Hosted at the School of Education, the program ensures graduates enter the workforce with deep global knowledge and “strong fluency in the regional cultures, languages, and perspectives shaping our world.” By combining the resources that are available from the two schools, the program is providing equitable access to urban, suburban, and rural parts of Indiana and initiating, maintaining, and expanding partnerships with educators in schools from 18 different counties across the state.

Texas A&M University Researcher to Receive AACTE Award for Outstanding Article in Journal of Teacher Education

Amy Rector-ArandaAACTE has chosen an article by Amy Rector-Aranda, Ph.D. of Texas A&M University, the recipient of the 2020 AACTE Outstanding Journal of Teacher Education Article Award. Her article, “Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational-Cultural Theory,” was published in the September/October 2019 issue of the journal and will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

In the article, Rector‐Aranda explores how the critically compassionate intellectualism framework might translate as a framework for teacher education. Educational theorists Cammarota and Romero describe critically compassionate intellectualism (CCI) as a trilogy of critical pedagogy, authentic caring, and social‐justice oriented curriculum used to lift up previously disempowered Latinx youth. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, Rector‐Aranda applies the tents of Relational‐Cultural Theory (RCT) to enhance understandings of this component. Based in feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI to teacher education while retaining core emphases on relationships, empathy, and associate aspects of authentic caring. This study makes a conceptual contribution by offering an integrated framework for teacher education.

California State University Los Angeles Researcher Wins AACTE Outstanding Dissertation Award

Christina Restrepo Nazar, Ph.D. AACTE is delighted to announce Christina Restrepo Nazar, Ph.D. as the recipient of the 2020 AACTE Outstanding Dissertation Award for Youth as Teacher Educators: Supporting Preservice Teachers in the Developing Youth Centered, Equity-Oriented Science Teaching Practices. The author completed her dissertation for the Ph.D. at Michigan State University College of Education. She currently serves as assistant professor of K-12 science education in the Charter College of Education at California State University Los Angeles. She will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

In her dissertation, Restrepo Nazar conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom communities in the field can shift/shape these enactments. In this work, Restrepo Nazar foregrounds youth counternarratives of the culture of power in science as a critical part of learning to teach science for PSTs—a study that has never been done before.

Authors of Reclaiming Accountability in Teacher Education to Receive AACTE Book Award

Reclaiming Accountability in Teacher EducationAACTE is delighted to announce the selection of the nine authors of the book, Reclaiming Accountability in Teacher Education, as winners of the 2020 AACTE Outstanding Book Award. They will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.

The book, published by Teachers College Press in 2018, provides the field of teacher education with a paradigm-shifting take on accountability, an issue that is central to the theory, policy, and practice of teacher education. The book’s insights and arguments are supported by rigorous scholarship regarding the historical, sociopolitical, and policy contexts of teacher education accountability. The authors created an eight-dimensional framework to critically examine the current dominant accountability paradigm, to deconstruct four influential accountability initiatives, and finally, to envision a new paradigm of democratic accountability. 

“Their framework is powerful as a tool used not only for critique, but also for providing a structure for envisioning an entirely different accountability paradigm—one that values democracy, equity, professional responsibility, and deliberative and critical democratic education,” said Tamara Lucas, Dean of the College of Education and Human Services, Montclair State University.

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