Teacher Education Yearbook XXIV

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

Edited by LeAnn G. Putney, Nancy P. Gallavan

Publication date:

28 December 2015

Length of book:

292 pages

Publisher

Rowman & Littlefield Publishers

ISBN-13: 9781475824568

BOOK DESCRIPTION
TABLE OF CONTENTS

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.

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

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

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

Building More Democratic Communities: Preparing Novice Teachers to Navigate Political Complexity in Schools

Nathan D. Brubaker, Monash University

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

Promoting Progressive Approaches in Teacher Education: Advocating Constructive and Critical Pedagogy Models

Donna Wake, University of Central Arkansas

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

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

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

Picking up STEAM: Integrating the Arts into STEM-focused Gifted Programming

Rachelle Miller
Alicia Cotabish
Deborah Dailey
University of Central Arkansas

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

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

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

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

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

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

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