Teaching staff / Educators Books

Book SynopsisThis book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people's voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership. Table of ContentsTABLE OF CONTENTS Introduction: Educational Leaders Encouraging the Intellectual and Professional Capacity of Others: A Social Justice Agenda, Elizabeth Murakami-Ramalho and Anita Pankake. PART 1: THE FOUNDATION OF SOCIAL JUSTICE: DEVELOPING OTHERS. Building Capacity: The Foundation of Developing Others, Anita Pankake and Jesus (Chuey) Abrego, Jr. A Context for Developing Social Justice for Staff and Students: Communities of Professional Learners, Stephanie A. Hirsh and Shirley M. Hord. Reculturing Organisations, Jane B. Huffman. Philosophical Reflections on Moral Transformative Leadership, JoAnn Franklin Klinker and David Thompson. Leadership for Social Justice: A Matter of Influencing Policy Development, Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes. PART II: BUILDING SOCIAL JUSTICE: INTELLECTUAL AND PROFESSIONAL CAPITAL. Teacher Induction: A Process for Advancing Social Justice, Maria B. Roberts and Anita Pankake. Barriers and Marginalization in Female Teacher Leadership, Shirley J. Mills and Janine Schall. Professional Development to Strengthen Department Chair Instructional Leadership Capacity: Advancing Social Justice in Urban High Schools, Hans W. Klar and Paul V. Bredeson. Lessons from a Principal Preparation Program: Creating Support through Social Justice Practices, Elizabeth Murakami Ramalho, Encarnacion Garza Jr., and Betty Merchant. Voices of Veteran Administrators, Marilyn L. Grady, Marlie Williams, and Julie Gaddie. Critical Differences in Superintendency Seekers, Ava J. Muñoz, Shirley J.Mills, Anita M. Pankake, and Elizabeth Murakami. Advancing Social Justice through Support Personnel, Fernando Valle and Sylvia Mendez-Morse. Charter Schools: Meeting the Democratic Mission of Public Education, Ann Allen and Martyza Gawlik. PART III: MENTORING STRATEGIES FOR BUILDING INTELLECTUAL AND PROFESSIONAL CAPACITY. Service Learning Provides University Students with a Vehicle to Address: Inequities in Urban Education, Diane Profi ta Schiller and Mary Charles. Mentoring Women and Minority Educational Leaders: The Need for Research, Gloria Crisp. Building Bridges and Epistemologies among Practitioners and Researchers in Educational Leadership, Ashley Oleszewski and Elizabeth Murakami-Ramalho. Mentoring as a Social Justice Equalizer in Higher Education for Women, Whitney H. Sherman and Margaret Grogan. Mentoring Relationships in Higher Education: An Important Means of Encouraging the Development of Others, Maria Simmonson and Ava Munoz. Epilogue: “I’m still here, God”. Fenwick W. English.

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Book SynopsisThis book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people's voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership. Table of ContentsTABLE OF CONTENTS Introduction: Educational Leaders Encouraging the Intellectual and Professional Capacity of Others: A Social Justice Agenda, Elizabeth Murakami-Ramalho and Anita Pankake. PART 1: THE FOUNDATION OF SOCIAL JUSTICE: DEVELOPING OTHERS. Building Capacity: The Foundation of Developing Others, Anita Pankake and Jesus (Chuey) Abrego, Jr. A Context for Developing Social Justice for Staff and Students: Communities of Professional Learners, Stephanie A. Hirsh and Shirley M. Hord. Reculturing Organisations, Jane B. Huffman. Philosophical Reflections on Moral Transformative Leadership, JoAnn Franklin Klinker and David Thompson. Leadership for Social Justice: A Matter of Influencing Policy Development, Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes. PART II: BUILDING SOCIAL JUSTICE: INTELLECTUAL AND PROFESSIONAL CAPITAL. Teacher Induction: A Process for Advancing Social Justice, Maria B. Roberts and Anita Pankake. Barriers and Marginalization in Female Teacher Leadership, Shirley J. Mills and Janine Schall. Professional Development to Strengthen Department Chair Instructional Leadership Capacity: Advancing Social Justice in Urban High Schools, Hans W. Klar and Paul V. Bredeson. Lessons from a Principal Preparation Program: Creating Support through Social Justice Practices, Elizabeth Murakami Ramalho, Encarnacion Garza Jr., and Betty Merchant. Voices of Veteran Administrators, Marilyn L. Grady, Marlie Williams, and Julie Gaddie. Critical Differences in Superintendency Seekers, Ava J. Muñoz, Shirley J.Mills, Anita M. Pankake, and Elizabeth Murakami. Advancing Social Justice through Support Personnel, Fernando Valle and Sylvia Mendez-Morse. Charter Schools: Meeting the Democratic Mission of Public Education, Ann Allen and Martyza Gawlik. PART III: MENTORING STRATEGIES FOR BUILDING INTELLECTUAL AND PROFESSIONAL CAPACITY. Service Learning Provides University Students with a Vehicle to Address: Inequities in Urban Education, Diane Profi ta Schiller and Mary Charles. Mentoring Women and Minority Educational Leaders: The Need for Research, Gloria Crisp. Building Bridges and Epistemologies among Practitioners and Researchers in Educational Leadership, Ashley Oleszewski and Elizabeth Murakami-Ramalho. Mentoring as a Social Justice Equalizer in Higher Education for Women, Whitney H. Sherman and Margaret Grogan. Mentoring Relationships in Higher Education: An Important Means of Encouraging the Development of Others, Maria Simmonson and Ava Munoz. Epilogue: “I’m still here, God”. Fenwick W. English.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThis edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own.Additionally, this edited collection will fill a great gap in the field’s knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization.The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.

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Book SynopsisThis edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own.Additionally, this edited collection will fill a great gap in the field’s knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization.The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.

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Book SynopsisThe seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of “synergistic mentoring” Accordingly, “Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently.The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world’s academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

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Book SynopsisThe seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of “synergistic mentoring” Accordingly, “Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently.The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world’s academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

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Book SynopsisNormalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts, USA in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period.Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped.This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

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Book SynopsisNormalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts, USA in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period.Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped.This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisThe chapters in the book present in-depth examination of novice teachers’ experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.Table of Contents Preface. Situating Teacher Induction in the Urban Teaching Context: A Journey Through New Terrain as Novice Teachers’ Share Stories of Finding Their Way, Denise McDonald, Cheryl J. Craig, and Gayle Curtis. Walking With Fish, Swimming With Cats: Novice Teachers and Equity, Michele Kahn. “I Feel Like Edith Piaf”: A Novice Teacher’s Expression of Sorrow and Hope, Denise M. McDonald. Jekyll and Hyde: One Teacher—Two Schools, Jean Kiekel. Career Changers’ Experiences as Neophyte Middle School ESL Teachers, Kent Divoll, Leslie Gauna, and Angelica Ribeiro. Experiences From the Field: Voices of Novice Special Education Teachers During Their Induction Years, Bernardo Pohl. Becoming an Art Teacher: Prismatic Experiences of Three Beginning Visual Art Teachers, Carrie Markello. The Gordian Knot of Teacher Induction: When Context Trumps Teacher Preparation and the Desire to Teach, Cheryl J. Craig, Paige Evans, Jing Li, and Donna Stokes. Supporting New English Language Arts Teachers as Nascent Professionals: What Enables and Impedes Their Instructional Designs and Their Intentions to Help Secondary Students Succeed With the Curriculum and Required Assessments, Laura Turchi and Kristen Nance. Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers, Jacqueline Sack and Judith Quander. Integrating Technology in the Classroom: Is It Happening? Xiao Han. When Qualifications are Not Enough: A Latina Spanish Bilingual Teacher’s Decision to Leave, Christine Beaudry and Leslie Gauna. Book Summary: A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees, Denise McDonald, Cheryl Craig and Gayle Curtis.

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Book SynopsisThe chapters in the book present in-depth examination of novice teachers’ experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.Table of Contents Preface. Situating Teacher Induction in the Urban Teaching Context: A Journey Through New Terrain as Novice Teachers’ Share Stories of Finding Their Way, Denise McDonald, Cheryl J. Craig, and Gayle Curtis. Walking With Fish, Swimming With Cats: Novice Teachers and Equity, Michele Kahn. “I Feel Like Edith Piaf”: A Novice Teacher’s Expression of Sorrow and Hope, Denise M. McDonald. Jekyll and Hyde: One Teacher—Two Schools, Jean Kiekel. Career Changers’ Experiences as Neophyte Middle School ESL Teachers, Kent Divoll, Leslie Gauna, and Angelica Ribeiro. Experiences From the Field: Voices of Novice Special Education Teachers During Their Induction Years, Bernardo Pohl. Becoming an Art Teacher: Prismatic Experiences of Three Beginning Visual Art Teachers, Carrie Markello. The Gordian Knot of Teacher Induction: When Context Trumps Teacher Preparation and the Desire to Teach, Cheryl J. Craig, Paige Evans, Jing Li, and Donna Stokes. Supporting New English Language Arts Teachers as Nascent Professionals: What Enables and Impedes Their Instructional Designs and Their Intentions to Help Secondary Students Succeed With the Curriculum and Required Assessments, Laura Turchi and Kristen Nance. Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers, Jacqueline Sack and Judith Quander. Integrating Technology in the Classroom: Is It Happening? Xiao Han. When Qualifications are Not Enough: A Latina Spanish Bilingual Teacher’s Decision to Leave, Christine Beaudry and Leslie Gauna. Book Summary: A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees, Denise McDonald, Cheryl Craig and Gayle Curtis.

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Book SynopsisOpportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives.Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.

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Book SynopsisOpportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives.Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.

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Book SynopsisAMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated.SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles.Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

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Book SynopsisTeacher unions and their members have long stood as polarizing figures in a vast educational landscape. As in the Western films of the 1920s, policymakers, education reformers, and onlookers often assign union leaders and the teachers they represent either the white hats of heroes or the black hats of villains. Politicized efforts to reductively classify teacher unions as beneficial or dangerous have only served to obscure the extent to which labor militancy and teacher activism have become part and parcel of the American public school system and the primary mechanisms by which teachers' voices are heard – and heeded – in the policy arena. Teacher unions have grown in tandem with and in response to the expansion of the school bureaucracy and the acceleration of accountability reforms, and teachers' calls for recognition and reform are inseparable from broader movements for social change. Far more than either good or bad, teacher unions are the inevitable outgrowth of American public education as it stands today.This book offers an interdisciplinary exploration of the state of modern teacher unions, the complex spaces they operate in, and the connections between militancy, activism, and school reform. Breaking free from the white hat/black hat dyad that has for so long colored the lenses we use to understand unions, the chapters of this book engage a set of fundamental questions: Where did the modern moment of militancy come from, and in what ways is it a continuation or a departure from the approaches of previous organized teachers?; What is at stake in modern expressions of militancy for teachers, communities, and schools?; Beyond the flashpoint of the walkout, what is the effect of teacher activism?

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Book SynopsisTeacher unions and their members have long stood as polarizing figures in a vast educational landscape. As in the Western films of the 1920s, policymakers, education reformers, and onlookers often assign union leaders and the teachers they represent either the white hats of heroes or the black hats of villains. Politicized efforts to reductively classify teacher unions as beneficial or dangerous have only served to obscure the extent to which labor militancy and teacher activism have become part and parcel of the American public school system and the primary mechanisms by which teachers' voices are heard – and heeded – in the policy arena. Teacher unions have grown in tandem with and in response to the expansion of the school bureaucracy and the acceleration of accountability reforms, and teachers' calls for recognition and reform are inseparable from broader movements for social change. Far more than either good or bad, teacher unions are the inevitable outgrowth of American public education as it stands today.This book offers an interdisciplinary exploration of the state of modern teacher unions, the complex spaces they operate in, and the connections between militancy, activism, and school reform. Breaking free from the white hat/black hat dyad that has for so long colored the lenses we use to understand unions, the chapters of this book engage a set of fundamental questions: Where did the modern moment of militancy come from, and in what ways is it a continuation or a departure from the approaches of previous organized teachers?; What is at stake in modern expressions of militancy for teachers, communities, and schools?; Beyond the flashpoint of the walkout, what is the effect of teacher activism?

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Book SynopsisResearchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values.Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

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Book SynopsisResearchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values.Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

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Book SynopsisThere is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

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Book SynopsisThere is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much?Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed.Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment.

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Book SynopsisThe primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local andinternational neighborhoods.

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Book SynopsisThe primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local andinternational neighborhoods.

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Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

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Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

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Book SynopsisIdentity matters. Who we are in terms of our intersecting identities such as gender, race, social class, (dis)ability, geography, and religion are integral to who we are and how we navigate work and life. Unfortunately, many people have yet to grasp this understanding and, as a result, so many of our work spaces lack appropriate responses to what this means. Therefore, Identity Intersectionalities, Mentoring, and Work?life (Im) balance: Educators (Re)negotiate the Personal, Professional, and Political, the most recent installment of the work?life balance series, uses an intersectional perspective to critically examine the concept of work?life balance.In an effort to build on the first book in the series, that focused on professors in educational leadership preparation programs, the authors here represent educators across the P?20 pipeline (primary and secondary schools in addition to higher education). This book is also unique in that it includes the voices of practitioners, students, and academics from a variety of related disciplines within the education profession, enabling the editors to include a diverse group of educators whose many voices speak to work?life balance in unique and very personal ways.Contributing authors challenge whether the concept of work?life balance might be conceived as a privileged –and even an impractical?endeavor. Yet, the bottom line is, conceptions of work?life balance are exceptionally complex and vary widely depending on one’s many roles and intersecting identities. Moreover, this book considers how mentoring is important to negotiating the politics that come with balancing work and life; especially, if those intersecting identities are frequently associated with unsolicited stereotypes that impede upon one’s academic, professional and personal pursuits in life.Finally, the editors argue that the power to authentically “be ourselves” is not only important to individual success, but also beneficial to fostering an institutional culture and climate that is truly supportive of and responsive to diversity, equity, and justice. Taken together, the voices in this book are a clarion call for P?12 and higher education professionals and organizations to envision how identity intersectionalities might become an every?day understanding, a normalized appreciation, and a customary commitment that translates into policy and practice.

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Book SynopsisIdentity matters. Who we are in terms of our intersecting identities such as gender, race, social class, (dis)ability, geography, and religion are integral to who we are and how we navigate work and life. Unfortunately, many people have yet to grasp this understanding and, as a result, so many of our work spaces lack appropriate responses to what this means. Therefore, Identity Intersectionalities, Mentoring, and Work?life (Im) balance: Educators (Re)negotiate the Personal, Professional, and Political, the most recent installment of the work?life balance series, uses an intersectional perspective to critically examine the concept of work?life balance.In an effort to build on the first book in the series, that focused on professors in educational leadership preparation programs, the authors here represent educators across the P?20 pipeline (primary and secondary schools in addition to higher education). This book is also unique in that it includes the voices of practitioners, students, and academics from a variety of related disciplines within the education profession, enabling the editors to include a diverse group of educators whose many voices speak to work?life balance in unique and very personal ways.Contributing authors challenge whether the concept of work?life balance might be conceived as a privileged –and even an impractical?endeavor. Yet, the bottom line is, conceptions of work?life balance are exceptionally complex and vary widely depending on one’s many roles and intersecting identities. Moreover, this book considers how mentoring is important to negotiating the politics that come with balancing work and life; especially, if those intersecting identities are frequently associated with unsolicited stereotypes that impede upon one’s academic, professional and personal pursuits in life.Finally, the editors argue that the power to authentically “be ourselves” is not only important to individual success, but also beneficial to fostering an institutional culture and climate that is truly supportive of and responsive to diversity, equity, and justice. Taken together, the voices in this book are a clarion call for P?12 and higher education professionals and organizations to envision how identity intersectionalities might become an every?day understanding, a normalized appreciation, and a customary commitment that translates into policy and practice.

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Book SynopsisIn Understanding the World Language edTPA: Research?Based Policy and Practice, two researchers in the forefront of world language edTPA discuss the new beginning teacher portfolio, including its required elements, federal and state policies concerning teacher evaluation, and research from their own programs. Higher education faculty members and language teacher preparation program coordinators who would like to better understand edTPA requirements and gain suggestions for necessary programmatic changes will find this book of interest.The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assess beginning teacher ability. In Chapter 2, the authors present ideas about curricular changes that may need to occur in traditional world language teacher education programs, as well as suggestions to assist teacher candidates as they begin to develop their portfolios. Afterward, the authors discuss the context for learning (Chapter 3) and they begin with assessment, moving to planning, and then to instruction (Chapters 4, 5, 6). In each chapter, the authors discuss the work sample that teacher candidates must create, an analysis of a high?scoring portfolio, and steps to stimulate teacher candidates’ professional thinking. In Chapter 7, the authors present activities for the methods classroom. In the final chapter, the authors provide a critical analysis of edTPA, in general, and the world language edTPA, in particular.Understanding the World Language edTPA: Research?Based Policy and Practice provides readers with a much?needed guide to inducting teacher candidates into the new portfolio requirements, while helping higher education faculty make appropriate curricular changes to accommodate edTPA.

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Book SynopsisIn Understanding the World Language edTPA: Research?Based Policy and Practice, two researchers in the forefront of world language edTPA discuss the new beginning teacher portfolio, including its required elements, federal and state policies concerning teacher evaluation, and research from their own programs. Higher education faculty members and language teacher preparation program coordinators who would like to better understand edTPA requirements and gain suggestions for necessary programmatic changes will find this book of interest.The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assess beginning teacher ability. In Chapter 2, the authors present ideas about curricular changes that may need to occur in traditional world language teacher education programs, as well as suggestions to assist teacher candidates as they begin to develop their portfolios. Afterward, the authors discuss the context for learning (Chapter 3) and they begin with assessment, moving to planning, and then to instruction (Chapters 4, 5, 6). In each chapter, the authors discuss the work sample that teacher candidates must create, an analysis of a high?scoring portfolio, and steps to stimulate teacher candidates’ professional thinking. In Chapter 7, the authors present activities for the methods classroom. In the final chapter, the authors provide a critical analysis of edTPA, in general, and the world language edTPA, in particular.Understanding the World Language edTPA: Research?Based Policy and Practice provides readers with a much?needed guide to inducting teacher candidates into the new portfolio requirements, while helping higher education faculty make appropriate curricular changes to accommodate edTPA.

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Book SynopsisDemoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students.Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris A. Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves.Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.Trade Review“Teachers have a critical ally in Santoro, who argues that understanding demoralization is the first step to reclaiming the vitality of teaching. Today’s teachers are not burnt out; they are separated from their moral motivations—to the detriment of their students and the impoverishment of the profession.” —Barbara S. Stengel, associate chair for teacher education, Peabody College, Vanderbilt University'Teacher educators can look to these examples to help preservice and in-service teachers advocate for themselves in ways that create allegiances with administration, rather than feelings of warring objectives that can lead to de-moralization.' - American Journal of Education

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Book SynopsisWelcome to the world of university academics, where the Academic Hunger Games, fuelled by precarious employment conditions, is the new reality – a perpetual jostle for short-term contracts and the occasional plum job. But Inger Mewburn is here to tell you that life needn't be so grim. A veteran of the university ‘gig economy', Mewburn – aka The Thesis Whisperer – is perfectly placed to reflect on her experience and offer a wealth of practical strategies to survive and thrive. Here, she deftly navigates the world of the working academic, from thesis and article writing and keeping motivation alive, to time management, research strategies, new technologies, applying for promotion, sexism in the workplace, writing grant applications and deciding what to wear to give a keynote address. Constructive, inclusive, hands-on and gloves-off, How to be an Academic is a survival manual for aspiring and practising academics that will confirm that no matter what your experience in academia, you are not alone. Sales Points: Inger's The Thesis Whisperer blog (https://thesiswhisperer.com/) and Twitter feed (@thesiswhisperer) are hugely popular; she has 31,500 Twitter followers (May 2017) Short articles are easily navigable – readers can dip in and dip out Full of examples from real people in real situations, grappling with research, teaching, committees, grant-writing and publishing, and real life Plenty of humour and a light tone make the text really enjoyable to read Despite permanent positions being hard to come by, the university sector and the PhD business are booming – so there's a huge potential readership for the book Relevant to the university academic experience internationally, and at all levels, form those starting out to those who are squarely on the track to tenure Relevant across all disciplines Emphasises the importance of diversity, as universities have traditionally been mainly white, male spacesTable of Contents Acknowledgments The Academic Hunger Games 1 Becoming ‘The Thesis Whisperer’ 2 Being academic? 3 Being productive 4 Being a writer 5 Being employed (or not …) 6 Being political References Index

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Book SynopsisDesigned as a guide for pre-service education students and in-service teachers, Professional Ethics and Law in Education: A Canadian Guidebook provides an accessible and accurate source of information on the ethical and legal frameworks of the teaching profession while encouraging the examination of fundamental issues that underpin key debates in Canadian schooling and education.Divided into four sections, this guidebook is grounded in the idea that teacher professionalism requires a solid understanding of the ethical and legal expectations that society has of teachers. Written for both the student and the professional, this text is an essential companion to both aspiring and active teachers. It provides clear guidance on how to navigate the complex regulatory framework of contemporary teaching while highlighting the indispensable contribution that individual judgment and shared values make to thoughtful, informed, and well-reasoned decision making in teaching, making it necessary reading for educators in Canada.Table of Contents Preface and Dedication Introduction Section I: Teacher Ethics beyond Common Sense Chapter 1. Ethical Values and the Practice of Teaching Chapter 2. Teaching, a Profession? Chapter 3. Practicing Professional Judgement Section II: Ethical and Legal Sources of Teacher Professionalism Chapter 4. Good Teachers, Professional Values, and Codes of Ethics Chapter 5. Legal and Regulatory Frameworks for Education in Canada Section III: Responsibilities to Students and Their Families Chapter 6. Student Safety and Well-Being Chapter 7. Treating Students Fairly Chapter 8. Treating Students Respectfully Chapter 9. Professional Distance in Teacher–Student Relations Chapter 10. Physical Touch in Schools Section IV: Responsibilities to Colleagues and the Profession Chapter 11. Teacher Accountability between Professional Autonomy and Academic Freedom Chapter 12. Navigating Disagreements, Complaints, and Teacher Free Speech in Schools Chapter 13. Off-Duty Conduct and Being a Teacher 24/7 References Acknowledgements Index

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Book SynopsisAsk practically any academic department chair why they do not have more African Americans among faculty members and they generally respond with stock stories or folktales, which stimulated the title of this volume. Stock stories are akin to grand narratives that explain 'why things are' in ways that satisfy those in dominant positions. Frierson and Tate argue it is time to move beyond these. The purpose of the book is to provide historical, conceptual, and empirically-based analyses focused on the development of African Americans in STEM fields. There is rarely any real understanding of the uneven contours of the education pipeline or the transition to academic life experienced in these situations and this volume will shed light on opportunities to advance African American attainment in STEM disciplines throughout the academic and professional spectra, and the mitigation of disparities that continue to be so prevalent. The editors hope that it will generate discussions and actions that are based on empirical evidence and policy analyses, rather than long standing stock stories and folktales that misrepresent the paths linked to African Americans' attainment in STEM fields.Table of ContentsList of Contributors. Preface. Foreword. Chapter 1 Undergraduate Institutions that Foster Black Scientists. Chapter 2 African-American, Academically Gifted, Millennial Students in STEM Disciplines at Historically Black Colleges and Universities (HBCUs): Factors that Impact Successful Degree Completion. Chapter 3 African American Males in the Meyerhoff Scholars Program: Outcomes and Processes. Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study. Chapter 5 Postsecondary Educational Aspirations and Expectations Among School-Age Black Males: Monitoring the Future of Black Men in STEM Fields. Chapter 6 Black Men in the STEM fields at Historically Black Colleges and Universities. Chapter 7 Reflecting and Defying Tradition: African-American Women in STEM. Chapter 8 Black Women Faculty at Historically Black Colleges and Universities: Perspectives for a National Imperative. Chapter 9 Successful PHD Pathways to Advanced STEM Careers for Black Women. Chapter 10 Sense of Belonging and African-American Student Success in STEM: Comparative Insights Between Men and Women. Chapter 11 Maximizing Returns on Public Investments: Mentoring African American Males in STEM Disciplines. Chapter 12 What Type of Institutions are Successful at Replicating the Diversity of the Full-Time Student Population in the Pool of Bachelor's Degrees Awarded for STEM-Disciplines?. Chapter 13 African American Faculty in Science and Engineering: The Illusion of Inclusion. Chapter 14 Future Faculty/Research Scientist Mentoring Program: Proven Coping Strategies for Successful Matriculation of African Americans in Computing Science Doctoral Programs. Chapter 15 Ten in 10: A Reflective Examination of how a University in the South Graduated 10 African American Computer Science Ph.D.s in 10 Years. Chapter 16 STEM Blind Spots: Moving Beyond Stock Stories and Folktales. Beyond Stock Stories and Folktales: African Americans’ Paths to STEM Fields. Diversity in higher education. Diversity in higher education. Copyright page.

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Book SynopsisBringing together emerging and world-leading scholars from across the globe, this prescient Research Handbook presents cutting-edge research methodologies within the field of higher education assessment and feedback. It explores how students should be supported in a rapidly changing, and increasingly technological, academic world.

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Book SynopsisThere is insufficient research focusing on the perspective of teachers nearing the end of their working lives, and even less offering career length studies on the changes in England over the past few decades. 1988 saw the start of substantive policy shift with the Education Reform Act, and the following years have seen an unprecedented pace and rate of policy shifts. Joan Woodhouse explores the career-histories and reflections of teachers, and how their teaching practices and approach to their work were impacted by the ever-evolving landscape. The insights are critical to understanding this era of reform directly from those who have experienced and implemented the changes. Drawing on in-depth interviews with teachers, Teaching in England Post-1988 affords new understandings of an under-researched group, bringing to light experiences of implementing reform in schools. It raises questions about why, given the pressure they faced, teachers remained in the profession when so many of their peers had quit ahead of retirement age. Presenting a conceptual model explaining career-long teachers’ longevity, Teaching in England Post-1988 provides context to help current and future governments develop policy and strategies to reverse the trend of attrition, addressing the much-discussed teacher and headteacher shortage. This is also essential reading for educational researchers and teacher educators.Trade ReviewAccounts of change in education tend to focus on capturing how policy is developed at a system level. Teaching in England Post-1988 is important because it examines a 30-year period of unprecedented change in English schools through in-depth interviews which capture the lived experiences of some of the teachers who survived it. This enables it to offer a detailed, longitudinal perspective that remains all too rare, and new insights into how and why teachers maintain their commitment to teaching and schools in the face of increasing pressures and demands. As a result, it should be read carefully by everyone interested in the future of schools and of education more widely. -- Michael Jopling, Professor of Education, University of BrightonJoan Woodhouse has applied her considerable experience as both a teacher and a teacher educator to bring to our attention the previously under-researched phenomenon of teacher retention. While other researchers and the mass media have focussed on the issue of early leavers, Woodhouse details the creativity and tenacity of those who have responded to ever shifting policies which have increased prescription and proscription, heralded the erosion of teachers’ autonomy and creativity, imposed longer working hours and increased workload, and facilitated changes in the culture of schooling and the nature of teaching. The essential question - why have these career-long teachers remained in the profession, when so many of their peers quit? - is addressed through enlightening and original accounts which offer deeper understanding of how this generation of teachers navigated the changes and sustained their commitment to teaching. ‘Vocation’, ‘wisdom’ and ‘agency’ are shown to be their essential characteristics, which provides a much-needed antidote to the doom and gloom image of teachers as burnt-out automatons often promulgated in public discourse. Career teachers should enjoy read this well-researched and well-written text in the knowledge that they are not alone in their dedication. Anyone considering teaching as a profession will find much to comfort them, and to arm them for the challenges they will face. Policy makers, who rarely seem informed by research which doesn’t fit their preconceptions, would particularly benefit from understanding the damage they have wrought and identifying potential remedial strategies by reading about the real experiences of dedicated professionals. -- Ralph Leighton, Former Principal Lecturer and Secondary PGCE Programme Director, Canterbury Christ Church UniversityThis book could not be more timely: with teachers leaving the profession in droves, and teacher recruitment at an all time low, it is vital that we learn more about the experiences of those who have remained in the profession for some time. Dr Woodhouse is ideally placed to give this account, based on her long experience working with teachers, and as a former teacher herself. It will be useful to post grad and PGCE students and, from both theoretical and practical perspectives, represents a valuable contribution to the literature. -- Professor Jacqueline Baxter, Professor of Public Leadership and Management, The Open UniversityJoan Woodhouse has created a fascinating and innovative history of education from 1988 through the eyes of long serving teachers whose vision and wisdom has enabled them to have marathon careers in times when many teachers have left the profession. Her own wisdom and vision – which I’ve known for years since we taught together in the 1980s – make this a provocative and vital read for all who care about teaching and teacher supply. -- Lat Blaylock, Editor, RE Today magazine, National RE adviser, NATREThis book is exactly what is needed currently. The teacher recruitment and retention crisis, the meltdown in the initial teacher education ’space’ wrought by the ideologically motivated ‘market review’, and the well-documented impact of the pandemic on teachers’ well-being, welfare and willingness to remain in the profession, all contribute to its necessity. Insufficient qualitative research has been undertaken on why teachers leave. What exists are statistics and trends which show the outcomes, not the reasons. Even less qualitative research has been undertaken on why teachers stay, up to this point. Politicians tend not to ask; system leaders are more concerned about performance and outcomes, and armchair analysts assume they have an authentic answer to everything. Joan’s approach here builds on her years as a successful classroom teacher, teacher trainer and educational researcher. She builds positive and mutually respectful relationships with peers and those she’s teaching. Few others could successfully administer a research tool such as this because of its dependence on professional, collaborative relationships. Consequently, the findings are genuinely authentic, giving this book a degree of validity and reliability, in a sector dominated by external perceptions of truth. -- Dr Simon Hughes FRSA, Freelance Educational Adviser, former Her Majesty’s Inspector and former diocesan Director of EducationTable of ContentsChapter 1. Teaching in an era of reform: policy shift since 1988 in English state education Chapter 2. Impact of policy shift on teachers’ work Chapter 3. Teacher retention: understanding why they stay Chapter 4. Methodology: gathering career history narratives Chapter 5. Career histories Chapter 6. Findings and discussion (i): Perceptions of the impact of policy shift since 1988 on teachers’ work Chapter 7. Findings and discussion (ii) Factors helping to sustain teachers career-long in the teaching profession Chapter 8. Understanding the lived experience and longevity of the career-long teacher

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Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index

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Book SynopsisThe Sixth Commonwealth Teachers’ Research Symposium brought together education researchers, practitioners and policy-makers to share experiences from developed and developing countries both within and outside the Commonwealth. This collection of papers from the event examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries. Co-published with UNESCO.Table of ContentsDedication Foreword Acknowledgements Abbreviations and acronyms 1. Introduction, Jonathan Penson and Akemi Yonemura PART I. MANAGING TEACHER RECRUITMENT AND MIGRATION 2. Migration and development: Key issues for consideration for the Commonwealth, Constance Vigilance 2.1 Introduction 2.2 Recent trends 2.3 Key topics and concepts 2.4 Engagement of international institutions on migration and development 2.5 The way forward 3. Towards a global response to teacher preparation, recruitment and migration, Michael Omolewa 3.1 Introduction 3.2 Topical questions 3.3 The UNESCO initiative 3.4 The Commonwealth initiative 3.5 Negotiated consensus 3.6 Conclusion 4. Revisiting the implementation of the Commonwealth Teacher Recruitment Protocol: Furthering implementation and addressing critical steps in the recruitment process, Kimberly Ochs 4.1 Introduction 4.2 Revisiting the issue of teacher migration 4.3 The system of teacher mobility 4.4 Protocol dissemination 4.5 Revisiting protocol dissemination and implementation 4.6 The central importance of context 4.7 Discussion and conclusions 4.8 Recommendations 5. A continental teacher recruitment protocol in Africa: Key considerations from the Commonwealth Teacher Recruitment Protocol, James Keevy 5.1 Introduction 5.2 Learning from the experiences of the Commonwealth Teacher Recruitment Protocol 5.3 The meaning of an African approach: policy learning and an African philosophy 5.4 Thoughts on the proposed African Continental Teacher Recruitment Protocol 5.5 Concluding comments PART II. APPLICATION OF CTRP PRINCIPLES: EXPERIENCES FROM THE FIELD AND GOOD PRACTICES 6. Managing teacher recruitment and migration: A case study of the Barbados experience, Roderick Ricardo Rudder 6.1 Introduction and background 6.2 Methodology 6.3 Discussion of findings 6.4 Conclusions 7. Teacher migration and the role of historically black colleges and universities and Hispanic serving institutions in the United States, Helen Bond 7.1 Commonwealth Teacher Recruitment Protocol 7.2 Root causes of teacher shortages 7.3 Prince George’s County public schools 7.4 Minority teacher investment 7.5 HBCUs and HSIs and teacher migration 7.6 Ready to Teach programme 7.7 Conclusion and recommendations 8. The need for teachers: An Ethiopian case study, Theodros Shewarget, Theresa Wolde-Yohannes and Akemi Yonemura 8.1 Introduction 8.2 The purpose of this paper 8.3 Background and educational context 8.4 Research questions 8.5 Methodology 8.6 Findings 8.7 Analysis 8.8 Conclusion 9. Zimbabwean education professionals in South Africa: Motives for migration, Sadhana Manik 9.1 Introduction 9.2 Literature review 9.3 Methodology of study 9.4 Findings of study 9.5 Discussion and conclusion PART III. TEACHER MIGRATION: REMAINING ISSUES TO CONSIDER 10. Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it, Barry Sesnan 10.1 Introduction 10.2 Creation of a teaching force in an emergency or the short term 11. Teacher migration and education in conflict and post-conflict countries: Experience from Somalia, Christophe Mononye 11.1 Introduction 11.2 Teacher migration (context-specific) and its implications 11.3 Challenges 11.4 Summing and conclusion 12. Teacher attrition in Wolaita: The cases of domestic migration of Bolosso Sore and Damot Gale woredas, Michael Daniel Ambatchew 12.1 General background 12.2 Statement of the problem 12.3 Literature review and theoretical framework 12.4 Aims 12.5 Methodology 12.6 Findings and discussion 12.7 Limitations 12.8 Conclusion and recommendations 13. Challenges facing higher education in the Southern African Development Community, Louis J van der Westhuizen 13.1 Introduction 13.2 SADC contents 13.3 Levels of higher education quality assurance development in SADC 13.4 Quality assurance initiatives 13.5 Staff capacity as a factor influencing the potential of higher education 13.6 Challenges facing the SADC higher education institutions 13.7 The way forward PART IV. NEXT STEPS IN MANAGING TEACHER MIGRATION 14. Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in education in emergencies, Jonathan Penson, Akemi Yonemura, Barry Sesnan, Kimberly Ochs and Casmir Chanda 14.1 Introduction 14.2 Background 14.3 Definition of terms 14.4 Situational analysis 14.5 Literature review and analysis 14.6 Case study: refugees from South Sudan 14.7 The principles of the Commonwealth Teacher Recruitment Protocol and emergencies 14.8 Recommendations 14.9 Conclusion Monitoring form

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