Teacher Education Yearbook XXIV

Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools

Edited by LeAnn G. Putney and Nancy P. Gallavan

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

Rowman & Littlefield Publishers / Association of Teacher Educators

Pages: 290 • Trim: 7 x 10

978-1-4758-2456-8 • Hardback • December 2015 • $100.00 • (£77.00)

978-1-4758-2457-5 • Paperback • December 2015 • $50.00 • (£38.00)

978-1-4758-2458-2 • eBook • December 2015 • $47.50 • (£37.00)

Subjects: Education / Inclusive Education, Education / Administration / General, Education / Educational Policy & Reform / General, Education / Student Life & Student Affairs, Education / Learning Styles

Teacher Education Yearbook XXIV

Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools

Hardback

Paperback

eBook

Summary

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

Details

Rowman & Littlefield Publishers / Association of Teacher Educators

Pages: 290 • Trim: 7 x 10

978-1-4758-2456-8 • Hardback • December 2015 • $100.00 • (£77.00)

978-1-4758-2457-5 • Paperback • December 2015 • $50.00 • (£38.00)

978-1-4758-2458-2 • eBook • December 2015 • $47.50 • (£37.00)

Subjects: Education / Inclusive Education, Education / Administration / General, Education / Educational Policy & Reform / General, Education / Student Life & Student Affairs, Education / Learning Styles

Author

LeAnn G. Putney, professor in educational psychology, joined the UNLV faculty in 1997. She earned her B.A. in Spanish and English from Indiana State University, her M.A. in Multicultural/Multilingual Education from California State University, Stanislaus, and her Ph.D. in Educational Psychology with an emphasis in Language, Culture, and Literacy from the University of California, Santa Barbara. LeAnn specializes in teaching various courses in qualitative research. LeAnn is active in AERA, ATE, and TESOL professional organizations. Her ethnographic research has focused on how teachers and students construct responsible communities for academic success in K-12 schools from a Vygotskian perspective. She has also examined teacher efficacy and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy can be developed and enhanced. LeAnn co-founded Innovations International Charter School of NV and serves as Director of Research.

Nancy P. Gallavan is professor of teacher education at University of Central Arkansas specializing in classroom assessments, cultural competence, and social studies education. Authoring more than 160 publications, Nancy is active in AERA, ATE, KDP, NAME, and NCSS, is a 2013 KDP Eleanor Roosevelt Legacy Chapter member, and was the 2013-14 ATE President.

Table of Contents

Foreword to Yearbook XXIV
Linda L. House, ATE President 2015-2016
lhouser@iupui.edu

Introduction
LeAnn G. Putney and Nancy P. Gallavan

SECTION ONE. ESTABLISHING A SENSE OF PLACE FOR ALL TEACHER CANDIDATES
Section One. Introduction
Nancy P. Gallavan and LeAnn G. Putney
1. Who Chooses Teaching as Career: Profiling Academic, Social and Family Characteristics of Teacher Candidates
Nasir Mahmood, Allama Iqbal Open University
Tooba Saleem, University of the Punjab
1. Becoming a Teacher: The Influence of Clinical Practice on Elementary, Secondary, and Post-Baccalaureate Teacher Candidates’ Perceptions of the Profession
Brianne W. Morettini, Rowan University
1. Building More Democratic Communities: Preparing Novice Teachers to Navigate Political Complexity in Schools
Nathan D. Brubaker, Monash University
1. Teacher Candidates Investigate Strategies to Support Students Who Display Atypical Behaviors
Stephanie P. Pepper, Arkansas Tech University

Section One. Summary
Nancy P. Gallavan and LeAnn G. Putney

SECTION TWO. ESTABLISHING A SENSE OF PLACE FOR CANDIDATES IN ALL CLASSROOMS
Section Two. Introduction
LeAnn G. Putney and Nancy P. Gallavan
1. Promoting Progressive Approaches in Teacher Education: Advocating Constructive and Critical Pedagogy Models
Donna Wake, University of Central Arkansas
1. Establishing a Comprehensive Sense of Place to Experience Success in Classrooms and Schools through Authentic Leadership
Nancy P. Gallavan, University of Central Arkansas
Angela Webster-Smith, University of Central Arkansas
Barrett W. M. Petty, Jacksonville Lighthouse College Preparatory Academy; Jacksonville, AR
Samantha S. Mercado, Beebe School District; Beebe, AR
1. Co-Teaching Revisited: How is This Marriage Working?
Patricia Kohler-Evans, University of Central Arkansas

Section Two. Summary
LeAnn G. Putney and Nancy P. Gallavan

SECTION THREE. ESTABLISHING A SENSE OF PLACE FOR TEACHING AND LEARNING ALL CONTENT
Section Three. Introduction
Nancy P. Gallavan and LeAnn G. Putney
1. A Place for All Learners in Literature Units
Mary Ellen Oslick, Stetson University
Tammy R. Benson, University of Central Arkansas
Sunny Styles-Foster, University of Central Arkansas
1. Picking up STEAM: Integrating the Arts into STEM-focused Gifted Programming
Rachelle Miller
Alicia Cotabish
Deborah Dailey
University of Central Arkansas
1. Integrating Science and Technology: Creating a Place for Science Notebooks in the 21^st Century Classroom
Lori Fulton
Seungoh Paek
Jon Yoshioka
University of Hawai‛i at Mānoa
1. Examining Teacher Candidates’ Expectations for Technology Use in Their Future Classrooms
Eucabeth Odhiambo
Nellie Orr Cyr
Han Liu
Robert Ziegenfuss
Shippensburg University

Section Three. Summary
Nancy P. Gallavan and LeAnn G. Putney

SECTION FOUR. ESTABLISHING A SENSE OF PLACE FOR ALL LEARNERS
Section Four. Introduction
LeAnn G. Putney and Nancy P. Gallavan
1. Transformative Pedagogy for Teacher Candidates: Focusing on Urban Student Assessment
Claudia Phillips Joplin, Independent Educational Research Consultant
Kathy Deen Evans, The University of Tennessee at Martin
1. Critiquing Colbert: Using Case Study as a Tool for Supporting Culturally Responsive Teaching Practice
Debi Khasnabis
Simona Goldin
Kelly McMahon
University of Michigan-Ann Arbor
1. Creating a Space for Teacher Candidates Committed to Urban Settings: Action Research on the Urban Education Fellows Program
Laura Bower-Phipps
Helen Marx
Southern Connecticut State University
1. Moving Out of the Shallow End: Preparing Culturally Responsive Teachers
Nykela Jackson, University of Central Arkansas
Sunny Styles-Foster, University of Central Arkansas
Jarrett Landor, Southern University and A&M College
1. Transforming Traditional Schools to Collaboratively Manage Change
Aileen J. Watts, Arkansas Tech University

Section Four. Summary
LeAnn G. Putney and Nancy P. Gallavan

Afterword
LeAnn G. Putney and Nancy P. Gallavan

Teacher Education Yearbook XXIV

Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools

Edited by LeAnn G. Putney and Nancy P. Gallavan

Teacher Education Yearbook XXIV

Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools

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