The AACTE Awards Program recognizes excellence in educator preparation in nine categories. One category is the Outstanding Dissertation Award, which honors doctoral research 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, the award includes a $1,000 cash prize as well as special recognition at AACTE’s 72nd Annual Meeting in Atlanta, GA, February 28 – March 1, 2020.
The video above features the 2018 AACTE Outstanding Dissertation Award recipient, Molly Baustien Siuty, assistant professor of inclusive teacher education at AACTE member institution
Registration is now available for the AACTE 72nd Annual Meeting, in Atlanta, Georgia, February 28 – March 1, 2020. Sign up by October 30 to secure the Early Bird registration discount!
The 2020 Annual Meeting is themed “Disrupting Inequities: Educating for Change,” conceptualized as follows in the call for proposals:
This article originally appeared in on the University of Tulsa Appalachian website and is reprinted with permission.
Oklahoma is facing a troubling teacher shortage. To ensure public school students have instructors in classrooms this fall, the state has issued 3,000 emergency teacher certifications. The Oklahoma Association of Colleges for Teacher Education (OACTE) analyzed data to uncover the ramifications of an increased number of emergency certificates, and on Monday, Aug. 12, The University of Tulsa hosted the Oklahoma Teacher Pipeline Summit to share their findings and discuss possible solutions to the crisis.
Educators and students are facing unprecedented times. The challenges both students and their teachers confront today vastly affects the efficacy of even the best educator’s efforts to create and foster students’ zeal for learning and to contribute to the society they will one day shape. Yet, educators must stay committed to fulfilling their social responsibility now more than ever before.
What Should Social Responsibility Look Like in the Teaching Profession?
This varies from educator to educator, so the answer to this question is complicated and multi-faceted.
Education is about opening minds, creating new knowledge. It is an expansive endeavor. In theory, education should provide us with the understanding and capacity of what it means to be a citizen of this nation and the world. Our nation’s founders understood the importance of an educated citizenry. Today, I believe that we need educators to support both a students’ academic development and citizen development.
In the fall of 2019, educational leaders of AACTE will have another opportunity to access and join a meaningful Topical Action Group (TAG). The Urban Education TAG is brand new and serves as a special work group committed to establishing a storehouse of information with reliable resources to bolster and practically support urban educators. Additionally, exciting programming is already underway in the form of webinars, podcasts, research dissemination, and professional networking opportunities.
The timing of the group’s formation is significant. The TAG is launching during a period in our profession wherein education is rife with concerns. It is no secret that within our field there is growing inequality experienced by
As today’s leaders in educator preparation, we must address the persistent problems and inequities of access, discrimination, and bias that plague our schools and communities. It has long been the work of educators to embrace their social responsibility and instill in children the importance of making a difference in the world. We must continue to tackle social justice issues, including the underrepresentation of culturally and linguistically diverse populations among educators. Please take a few minutes to watch the video below (or read the transcript) to learn how you can engage with AACTE to promote the social responsibility of educators.
The excerpt below is taken from an article originally published in Ed Week and is reprinted with permission. The article explores the historic decision that ended segregation in U.S. public schools and the unintended consequences that led to thousands of Black teachers and principals losing their jobs. Several AACTE members are quoted in the article, including the new AACTE Dean in Residence Leslie Fenwick.
“We decimated the black principal and teacher pipeline, and we’ve never rectified that,” said Leslie Fenwick, the dean emeritus and a professor at the Howard University School of Education. “It is the unfinished promise of Brown that we have not integrated our faculty and school leadership.”
Prior to Brown, in the 17 states that had segregated school systems, 35 to 50 percent of the teaching force was black, said Fenwick, who has researched the displacement of black educators for her upcoming book, Jim Crow’s Pink Slip: Public Policy and the Near Decimation of Black Educational Leadership After Brown.
Now, no state has anywhere close to those percentages of black teachers or principals, she said. According to the most recent federal data, about 7 percent of public school teachers, and 11 percent of public school principals, are black.
“Not having these models of intellectual authority and leadership in schools is detrimental to children,” Fenwick said. “All children deserve to have diverse models of intellectual authority in the classroom via their teacher, or diverse models of leadership in schools.”
Read the full article.
This article and photo originally appeared on the Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) website and are reprinted with permission.
Despite heavy investment in STEM (e.g., STEM for ALL), most PK-20 science, technology, engineering, and mathematics instruction remains heavily siloed. To date, educators have not agreed on a clear definition of STEM. Is it curriculum or a teaching technique/pedagogy? Can a science lesson be called STEM, even if the other domains are not fully represented? As technology advocates, we think STEM curricula should have a strong representation from all four domains.
The STEM movement was intended to address science, technology, engineering, and mathematics in order to produce students who are prepared for the unique needs of today’s workforce. With regard to the “T” component of STEM, the only way to develop teacher candidates who fully embrace the power of technology for P12 is to infuse technology throughout their preparation.
A “technology infusion” approach
As the student population has diversified so has our understanding of the general education classroom, specifically who we serve in an inclusive setting. Our students with special education services are learning the majority of their grade level curriculum in general education classrooms. This paradigm shift requires effective collaboration between service providers and teachers as well as a deep understanding and application of differentiation to meet the needs of all students.
For years, the two fields of general education and special education have been siloed. Persistence and partnership is how
The September/October 2019 issue of the Journal of Teacher Education (JTE) is now available online, while printed copies are arriving in the mail to subscribers around the country. Below is a summary of the articles included in Vol. 70, Issue 4, 2019:
In “Teacher Agency and Resilience in the Age of Neoliberalism,” members of the JTE editorial team, Tonya Bartell, Christine Cho, Corey Drake, Emery Petchauer, and Gail Richmond, address how the articles in this issue provide insights into ways educator preparation programs can support teachers in developing and enacting agency. They discuss how making small shifts or adaptations in everyday teaching practices can create more just and equitable teaching and learning.
In the paper, “Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts,” Stephanie Behm Cross of Georgia State University, Nermin Tosmur-Bayazit of Fitchburg State University, and Alyssa Hadley Dunn of Michigan State University, suggest that Whiteness itself is a dissonant state. The authors argue that