Posts Tagged ‘research’

Building a More Ethnoracially Diverse Teaching Force

Building a more ethnoracially diverse taching force - A Kappan Special ReportPhi Delta Kappan (PDK) recently released a special report about teacher workforce diversity, Building a more ethnoracially diverse teaching force: New directions in research, policy, and practice, guest edited by AACTE members Conra Gist (University of Houston) and Travis Bristol (University of California, Berkeley). The special report highlights the forthcoming Handbook of Research on Teachers of Color (AERA, 2022) by Gist and Bristol, featuring research by Black, Indigenous, and People of Color (BIPOC) educators on developing a more diverse teacher workforce.

The Kappan report provides brief overviews of the 11 domains of inquiry that are explored in greater length in the handbook by Gist and Bristol, along with a wide range of contributors. To bring Teachers of Color, Indigenous Teachers, and other educators into the conversation about how best to diversify the teaching profession, each domain pairs research briefs with teacher-written testimonies. The domains of inquiry include the following:

Evaluating and Improving Teacher Preparation Programs Commissioned Papers

National Academy of EducationThe Evaluating and Improving Teacher Preparation Programs commissioned paper series is part of the Evaluating and Improving Teacher Preparation Programs project by the National Academy of Education (NAEd) that aims to identify best practices among existing models of evaluation tools and provide recommendations for the development of new models.

The commissioned papers will be published on a rolling basis, and the first two papers are released now.

Download both papers.

Call for Manuscripts: The Teacher Educators’ Journal

Association of Teacher Educators (ATE) Virginia logo The Teacher Educators’ Journal, is the journal of the newly formed Virginia Association of Colleges and Teacher Educators (from the merging of ATE-Virginia and the Virginia Association of Colleges for Teacher Education). The journal is published once per year, in electronic form. Please review the call for proposals as we continue to expand the reach—research shared and readership—of the journal beyond Virginia. 

The Call

The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.

Call for Book Chapters on the Educator Continuum

We are currently seeking contributing authors for a book with IGI Global, for release in 2022, titled The Educator Continuum and Development for Teachers. This peer-reviewed, edited book is designed to expand upon the body of research related to the educator continuum with a holistic view of teacher development. The theoretical paradigm of the book posits that educators grow in stages and thrive when provided with support at early stages of recruitment into the profession to innovation in teacher education through continued growth in teacher leadership and demonstration of extraordinary leadership as influencers of the profession. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. 

Education researchers and practitioners are invited to submit a 1,000 to 2,000 word chapter proposal by September 29, 2021. 

Last Call for Dissertation Award Entries

concept image of the education,certificate,moartar board and globe

Time is running out. Have you, or someone you know, received their doctorate since January 1, 2020 and are eligible to apply for the AACTE Outstanding Dissertation Award?  The deadline to submit an application is Friday, August 20. 

This award recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.

The Outstanding Dissertation Award, overseen by AACTE’s Committee on Research and Dissemination, includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

The primary selection criterion is quality of scholarship. The narrative summary file should answer the following questions about the dissertation:

Submit Your AACTE Dissertation Award Entry by August 20

2022 AACTE AwardsThe AACTE 2022 Outstanding Dissertation Award deadline is quickly approaching. Submit your application by August 20 through the online submission system. This award recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. The Outstanding Dissertation Award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

Who’s eligible?

Individuals receiving a doctorate since January 1, 2020 are eligible to apply for this award. The primary selection criterion is quality of scholarship.

What should you include in your entry?

The narrative summary file should answer the following questions about the dissertation:

Guiding Teachers Through Leadership

New Book Offers Latest Research on How to Avoid Issues Around Role Ambiguity

The initial call for chapters for the recently released Empowering Formal and Informal Leadership While Maintaining Teacher Identity was published in Ed Prep Matters in 2020. Several contributing author teams are AACTE members.

Empowering Formal and Informal Leadership While Maintaining Teacher IdentityWhile national competencies continue to define dispositional and knowledge base for teacher leaders, Bryan Zug elder, associate dean for academic affairs and partnerships in the College of Education at James Madison University (USA), saw a need to expand the body of scholarship on this topic.

He has over 15 years of experience working in education and is also currently working as an associate professor in the Department of Learning, Technology, and Leadership Education, where he serves as faculty and program director for the Graduate Certificate and Master of Education with a Concentration in Teacher Leadership programs. He explains his motivations and discoveries for his latest publication, Empowering Formal and Informal Leadership While Maintaining Teacher Identity:

 

Complete Your Entry for the 2022 Outstanding Dissertation Award

2022 AACTE Awards

The deadline is approaching for the AACTE 2022 Outstanding Dissertation Award. Applications can be submitted through the online submission system now through August 20. This award includes a $1,000 cash prize, as well as special recognition at AACTE’s 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

The Outstanding Dissertation Award, overseen by AACTE’s Committee on Research and Dissemination, recognizes excellence in research (or its equivalent) that contributes to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation.

Submit Early to AACTE Awards Honoring Research, Practice and Leadership

2022 AACTE AwardsWhy wait to submit your application for the 2022 AACTE Awards? Avoid the stress of a last-minute rush and submit your entry early. AACTE Awards can be either self-nominated or nominated by a third party. To submit your nomination, visit AACTE’s online submission site.  

Winning entries will be selected by AACTE’s Programmatic Advisory Committees and recognized formally at the 2022 Annual Meeting, March 4-6, in New Orleans, LA. 

This is the 26th 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 2021 award winners, see this press release.

JTE Podcast Interview: Preparing Teachers for Relationships with Students

Middle school history class

Photo by Allison Shelley for EDUimages

Listen to the recent JTE Insider podcast 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 podcast interview features insights from the article Preparing Teachers for Relationships with Students: Two Visions, Two Approaches” by Victoria Theisen-Homer. The article was published in the May/June 2021 issue of the Journal of Teacher Education

JTE Podcast Interview: Proposing Core Practices for Social Studies Teacher Education

Studio microphone for recording podcasts and computer tablet on a white background.Listen to the recent JTE Insider podcast 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 podcast interview features insights from the article Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons” by Alexander Cuenca. The article was published in the May/June 2021 issue of the Journal of Teacher Education.

Call for Entries: AACTE 2022 Awards

2022 AACTE AwardsAACTE wants to recognize individuals and institutions for significant contributions to the field of educator preparation. Applications for the 2022 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.  

In identifying notable programs, practices, activities, writing, and research, these awards encourage all member institutions to strengthen the profession of teacher preparation through innovation, high standards, and leadership.

Entries for the Outstanding Book Award are due May 14 and entries for the Outstanding Dissertation Award are due August 20. The due date for all other award submissions is October 8.

The Effects of COVID-19 on Teacher Preparation

Fall 2020 Member Survey CoverThe professional journal for teacher education, Phi Delta Kappan recently published an article about the effects of COVID-19 on teacher education programs, delving deeper into the under reporting of these programs’ struggles caused by the pandemic. The article references AACTE’s two-part member survey that chief representatives of its member institutions responded to about how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. The results were included in a report by Jacqueline King released in February.

Authors Kathryn Choate, Dan Goldhaber, and Roddy Theobald underscore that one of the most relevant issues facing educator preparation programs is the cut in clinical practice available to teacher candidates. To help move these students journeys forward, several states have passed emergency legislation relaxing teacher certificate requirements. The article cites AACTE’s Member Survey to re-enforce the changes happening within these programs—namely the 188 educator preparation programs  (across 47 states) that have transitioned, at least partly, to a remote learning environment in Spring 2020.

AACTE Call for Entries: 2022 Dissertation Award

concept  image of the education,certificate,moartar board and globeHave you recently completed a doctoral dissertation related to educator preparation?  AACTE is now accepting application for its annual Dissertation Award, recognizing excellence in 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 74th Annual Meeting in New Orleans, LA, March 4-6, 2022.

Applications for AACTE’s 2022 Outstanding Dissertation Award are now being accepted in our online submission system now through August 20.

JTE Podcast Interview: Studying Preservice Teachers’ Perceptions of Planning for CRDL

JTE CoverListen to the recent JTE Insider podcast 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 podcast interview features insights from the article Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy by Dr. Jamie Colwell, Kristen Gregory, and Valerie Taylor. The article was published in the March/April 2021 issue of the Journal of Teacher Education

Article Abstract

This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform cross-content literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.

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