13 Nov2024
By Shea Kerkhoff and Katherine O'Daniels
AACTE members Katherine O’Daniels, Ph.D., and Shea Kerkhoff, Ph.D., conducted survey research on the teaching of reading in educator preparation programs (EPPs) in Missouri. The survey investigated the reading curricular topics and instructional practices specifically in initial teacher certification programs. The survey items were created to reflect the reading competencies outlined in the Missouri Standards for the Preparation of Educators and the International Literacy Standards for the Preparation of Literacy Professionals. The survey was taken by personnel working in Missouri who teach courses related to literacy preparation of early childhood and elementary teachers and represent 93% of Missouri EPPs.
The results indicate that Missouri EPPs attend to building evidence-based knowledge and practices aligned with the Science of Reading. The quantitative data identified foundational knowledge related to phonological awareness, phonics, fluency, and comprehension. Although it appears that additional focus needs to be given to evidence-based practices for teaching vocabulary, by and large the perception is that teacher candidates are leaving with knowledge and instructional experiences related to the five pillars and their interactive nature.
04 Nov2024
By AACTE
AACTE recently partnered with the Center on Reinventing Public Education (CRPE) to identify members with responsibility over teacher education and to encourage those members to participate in surveys and interviews about how teacher preparation programs are currently integrating artificial intelligence (AI) into their curricula and instruction.
The final report offers early insights into how schools of education are thinking about AI and offers recommendations for key stakeholders to accelerate AI integration and instruction within teacher preparation.
04 Nov2024
By Kurt Sudbrink
Are you a dean of a college of education who leads a senior leadership team (SLT)? Have you ever wondered how to structure and lead this SLT to work collaboratively to achieve college-wide priorities?
Research in SLTs demonstrates that they can improve organizational performance and decision-making when structured and led effectively. However, there is not much research on SLTs in higher education, especially at the college level. That is why as a doctoral graduate student at Frostburg State University, I am exploring this topic for my dissertation. I have been the assistant dean for Development and Alumni Relations at the University of Maryland College of Education for the past nine years. I have seen first-hand how SLTs have worked collaboratively to achieve remarkable results for their colleges. I have also observed SLTs struggle to find a purpose and to work as a team.
04 Nov2024
Continued Gains Made by Students Across State; Accelerated Progress Made by Socioeconomically Disadvantaged Students and in Multiple Districts
By California Department of Education
The California Department of Education (CDE) released assessment results that show continued progress made by California’s K–12 students, including accelerated progress in closing equity gaps for socioeconomically disadvantaged students, Black/African American students, and Hispanic/Latino students.
The results include data for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).
24 Oct2024
By Amelia Q. Rivera
AACTE recognizes Samira Bashiru of Purdue University as the October 2024 Holmes Scholar of the Month. Bashiru is a dedicated Ph.D. candidate in special education who embodies the spirit of academic excellence and community engagement that defines the AACTE Holmes Scholars Program. Her journey from Ghana to the United States exemplifies her commitment to advancing inclusive education and supporting diverse learners.
Research Focus
Bashiru’s research centers on evidence-based strategies and practices that support families and enhance the creativity and development of children with or without disabilities. Her particular interest lies in creativity in culturally and linguistically diverse learners with real or perceived disabilities, a focus that addresses a critical need in today’s diverse educational landscape. She has published a systematic review listed at the end of the article entitled “Best Practices for English Learners with Disabilities in US Schools – A Systematic Review.” Currently, Bashiru is working on two research papers:
- Evidence-based practices for English Learners with disabilities
- Creativity in preschoolers with and without speech disorders
15 Oct2024
By Janine Bowen, NC State
The following article was originally posted on the North Carolina State University College of Education news website and was reprinted with permission.
Jessica Hunt, a professor of special education and mathematics education in NC State’s College of Education, is aiming to counter disparities in STEM learning through her work on a new, grant-funded project entitled “Building and Testing a Framework for Liberatory and Conceptual Mathematics Learning with Black Disabled Students.” The project will be conducted in collaboration with the University of Virginia and the University of California-Santa Cruz and is funded by $4,342,845 from the National Science Foundation, of which the College of Education will receive $1,040,523.
The project will establish and sustain a partnership with a cohort of Black disabled high school students to center their voices, knowledge, and experiences in the development of a theoretical coaching framework that addresses challenges while advancing conceptual mathematics learning and high school mathematics instructional practices.
15 Oct2024
By Sharon Newman
Did you know that a great principal can influence student achievement almost as much as an exceptional teacher? Research has repeatedly affirmed the importance of school principals.
“Principals really matter. Indeed, it is difficult to envision an investment with a higher ceiling on its potential return than a successful effort to improve principal leadership.”
According to “How Principals Affect Students and Schools,” the influence of a strong principal on student achievement is second only to that of an exceptional classroom teacher. In addition, principals contribute to other important outcomes such as school climate, educational equity, attendance rates, and teacher satisfaction and retention.
25 Sep2024
By Anne Tapp Jaksa
This article is authored by the following:
- Anne Tapp Jaksa, Saginaw Valley State University
- Dan Dao, University of Iowa
- Jill Waliczek, Saginaw Valley State University
- Alex St. Clair, Caro Community Schools
As the integration of artificial intelligence (AI) into educational environments continues to grow, so does the need for clear, ethical guidelines that ensure AI’s use is responsible, equitable, and transparent. Colleges of Education, in partnership with P-12 schools, are embarking on an important research project focused on the theme of “Ethics and Digital Citizenship in Colleges of Education and P-12 Environments.”
Our goal is to develop comprehensive ethical guidelines for the use of AI in instructional design, emphasizing data privacy, algorithmic fairness, and the transparency of AI tools. These guidelines will support educators, students, and institutions in navigating the complexities of AI technology while fostering a digital culture rooted in responsibility and ethics.
20 Sep2024
By Amelia Q. Rivera
AACTE recognizes Esmeralda Cartagena Collazo as the September 2024 Holmes Scholar of the Month. Cartagena Collazo’s outstanding contributions to academia, research, and education, exemplify the spirit of scholarly excellence and dedication to advancing education for marginalized communities.
Cartagena Collazo is pursuing a Ph.D. in Literacy, Language & Culture, at Texas Woman’s University, with an expected graduation of December 2025. Her academic foundation includes a post-baccalaureate certificate in biliteracy from Texas Woman’s University and both a master’s in education (specializing in curriculum and teaching English as a second language) and a Bachelor of Arts in elementary education in ESL from the InterAmerican University of Puerto Rico.
17 Sep2024
By Brian Cox
Credit: Steve Tressler/Penn State College of Education. All Rights Reserved.
A Penn State College of Education faculty member is part of a multidisciplinary team across several universities that has been awarded a $3.5 million Transformative Research Grant from the Spencer Foundation to conduct a large-scale, five-year study on community-driven initiatives to teach Asian American studies in K-12 classrooms.
Soo-yong Byun, professor of education, demography, and Asian studies, said the study — which is being conducted across California, Florida, Illinois, New Jersey, and Texas — aims to document challenges and barriers faced by the social justice movement regarding implementation of Asian American studies in the classroom, especially in the wake of increased violence against Asians and Asian Americans spurred by the COVID-19 pandemic. The researchers said they are also planning to use the information to provide resources for more states to eventually implement Asian American studies as a mandated part of their curricula.
16 Sep2024
By AACTE
The deadline for submissions for the AACTE Awards Program has been extended to September 30.
This extension provides AACTE members with an additional two weeks to submit nominations that recognize outstanding achievements and contributions in the field of educator preparation. These awards are a distinguished opportunity to celebrate exceptional programs, innovative practices, and visionary leaders within the education community.
10 Sep2024
By AACTE
The Journal of Teacher Education (JTE), AACTE’s flagship publication, is seeking manuscripts by December 1, 2024, to be submitted online for the journal’s 75th anniversary — with a special issue focusing on issues related to teacher education for pre- and in-service teachers.
Manuscripts submitted for consideration should be research/empirical reports and analyses or conceptual essays.
“Without question, time in the field helps teacher candidates traverse the theory-practice divide. Teacher residency programs are advanced forms of field-based learning or clinical preparation for beginning teachers,” Co-editor Valerie Hill-Jackson, Ed.D., said in the Call for Manuscripts.
26 Aug2024
By John Hendron
The 56th PDK Poll of the Public’s Attitudes Toward Public Schools finds that Americans’ top educational priorities include the preparation of students to enter the workforce (84%) and the attraction and retention of good teachers in public schools (81%). Other top priorities include an increased focus on student mental health (73%), helping students who have fallen behind academically (72%) and college affordability (70%).
Two other priorities attract smaller majority support for increased federal attention: protecting students from discrimination (58%) and the availability of public pre-kindergarten programs (56%, rising to 67% among public school parents). Just 35% call for an increased focus on the expansion of charter schools.
12 Aug2024
By Linda Darling-Hammond
Last month, the U.S. Senate Committee on Health, Education, Labor, and Pensions held a hearing on the status of the American teaching profession, emphasizing the urgent need for policy changes. Chairman Bernie Sanders noted that, because of widespread teacher shortages, “some 300,000 teaching positions—nearly 10% of all teaching positions nationwide—have been left vacant or filled by teachers not fully certified for their assignments.” He, and several other members of the committee, attributed these shortages to the fact that “for decades, public school teachers have been overworked, underpaid, understaffed, and maybe most importantly, under appreciated.”
Teacher shortages have been front and center in the news for a number of years, deepening during the pandemic, and continuing to be a huge issue in many states. Yet, as in all things, states differ in their education policies and in the ways that teachers are prepared, compensated, and supported. These differences can result in dramatically different levels of student access to a diverse, stable, and well-qualified educator workforce across the country.
30 Jul2024
By Raynard Churchwell
This story originally appeared on Kennesaw State University’s website and is reprinted with permission.
In conjunction with an ongoing effort to address the dearth of Asian American studies in K-12 school curriculums, Kennesaw State University professor Sohyun An, Ph.D., is among a group of researchers recently awarded a prestigious $3.5 million Transformative Research Grant from the Spencer Foundation. The first of its kind awarded by the foundation, the grant supports a robust collaborative research effort focused on supporting the integration of Asian American studies in the classroom.
Through the grant, An will serve as a co-principal investigator on a multidisciplinary team that includes principal investigator Noreen Naseem Rodríguez of Michigan State University; and co-principal investigators Esther Kim of College of William and Mary; Soo-yong Byun of the Pennsylvania State University; Michael Brown of the University of Michigan; and Jennifer Higgs of the University of California, Davis. Together, they will conduct an extensive study across five states to explore how communities advocate for and implement policies mandating the teaching of Asian American studies in K-12 classrooms, and how these initiatives impact student learning.
