Archives

James-Gallaway, C.D., & James-Gallaway, A.D. (2022). Why Opportunity Isn’t Enough: Restrictive v. Expansive Views of Equality, Texas Top Ten Percent Policy, and Race Liberalism. The Professional Educator, 45(1),1-12. https://doi.org/10.47038/tpe.45.01.01

Wall, M. (2022). Review of Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. The Professional Educator, 45(1),13-16. https://doi.org/10.47038/tpe.45.01.02

McDonald, E. & Thomas, L. W. (2022). Review of Negotiating Disability. The Professional Educator, Advance Online Publication. 45(1),17-20. https://doi.org/10.47038/tpe.45.01.03

Bridgeforth, J. C. (2022). Review of Why They Hate Us: How Racist Rhetoric Impacts Education by Huber, L. & Muñoz, S. The Professional Educator, 45(1), 21-24. https://doi.org/10.47038/tpe.45.01.04

Riley-Lepo, E. (2022). The Grammar of School Discipline: A Review of the Four Rs. The Professional Educator, 45(1), 25-27. https://doi.org/10.47038/tpe.45.01.05

Wicker, P. (2022). Disposable Black excellence: A book review of Sekile M. Nzinga’s Lean semesters: How Higher Education Reproduces Inequity. The Professional Educator, 45(1), 28-31. https://doi.org/10.47038/tpe.45.01.06

Brown, Z. R. (2022). Review of Plantation Politics and Campus Rebellion: Power, Diversity, and the Emancipatory Struggle in Higher Education. The Professional Educator, 45(1), 32-34. https://doi.org/10.47038/tpe.45.01.07

Morawo, S. (2022). Review of HOOD Feminism: Notes from The Women That a Movement Forgot by Mikki Kendall. The Professional Educator, 45(1), 35-37. https://doi.org/10.47038/tpe.45.01.08

Reyes, H. L. (2022). A Review of Studying Latinx/a/o Students in Higher Education: A Critical Analysis of Concepts, Theory, and Methodologies. The Professional Educator, 45(1), 38-41. https://doi.org/10.47038/tpe.45.01.09

Sappleton, S. & Adams, D. (2022). On Decolonizing US Education: Lessons from the Caribbean and South Africa. The Professional Educator, 45(1), 42-57. https://doi.org/10.47038/tpe.45.01.11

Strunk, K.K., Locke, L.A., Chang, J., Clancy, W.P., & Drake, L. (2021). From the Spies of Mississippi to the Eyes of the White House: Surveilling and Obstructing Antiracist Work in the U.S. The Professional Educator, 44(1),1-7. https://doi.org/10.47038/tpe.44.01.03     

Broadhurst, C., Locke, L.A., & Ardoin, S. (2021). “Leading from the middle”: Exploring stories of women working for change in PK-12 Schools. The Professional Educator, 44(1),8-20. https://doi.org/10.47038/tpe.44.01.04   

Laughlin, L.M. (2021). Third Space, Partnerships, & Clinical Practice: A Literature Review. The Professional Educator, 44(1),21-33. https://doi.org/10.47038/tpe.44.01.05   

Strunk, K.K. (2020). Review of The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race by Isaac Gottesman. The Professional Educator, 44(1),34-36. https://doi.org/10.47038/tpe.44.01.01  

Yeilding, G.H. (2020). Review of The Vulnerable Heart of Literacy. The Professional Educator, 44(1),37-39. https://doi.org/10.47038/tpe.44.01.02  

Baer, S. A., Cavill, W., & Daher, T. (2020). Zip Sass and Spitfire: Understanding What Administrators Want to See in Art Teacher Candidate Portfolios. The Professional Educator, 43(1), 1-14. 

Burbank, M. D., Darling, A., McLeran, A., & Ward, M. (2020). Saving Grace, Ourselves, and Profession: What It Means to Be a Reflective Practitioner in the 21st Century. The Professional Educator, 43(1), 14-24.

DeCuir, E. (2020). Taking Transformative Action at the Advanced Level (tTAL): A Pedagogical Model for Preparing Graduate-Level Candidates to Address Cultural and Linguistic Diversity in Schools. The Professional Educator, 43(1), 25-35.

Porter, B., & Freeman, M. K. (2020). Experienced Outcomes of a Self-Directed Professional Development Program. The Professional Educator, 43(1), 36–47.

Dupuis, J., Savick, S., & Fenster, M. (2020). Relationship Between Self-Efficacy Measured by the TSES scale and Teacher Participation in PDS Activity. The Professional Educator, 43(1), 47–58.

Doran, P. R. (2020). What They Didn’t Teach Us: New Teachers Reflect on their Preparation Experiences. The Professional Educator, 43(1), 59–69.

Heineke, A. J., Roudebush, A., Papola-Ellis, A., Davin, K. J., Cohen, S., & Wright-Costello, B. (2020). Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities. The Professional Educator, 43(1), 70–80.

Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team Teaching and Learning: A Model of Effective Professional Development for Teachers. The Professional Educator, 43(1), 80–90.

Beck, J. S., Lunsmann, C., & Garza, T. (2020). “We Need to Be in the Classroom More”: Veteran Teachers’ Views on Teacher Preparation and Retention. The Professional Educator, 43(1), 91–99.

Yamauchi, L. A., & Chapman de Sousa, E. B. (2020). Early Childhood Educators’ Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition. The Professional Educator, 43(1), 100–113. 

Isik-Ercan, Z., Kang, H. Y., & Rodgers, A. (2017). Carving a space for clinical practice supervisors: Perspectives from colored lenses. The Professional Educator, 42(1), 1-15. 

Lee, Y. A., Chen, S. M., Chang, C. N., & Yoneda, F. (2017). Multicultural Teacher Education as a Community of Practice: M. Ed./PDS Graduates’ Perceptions of Their Preparation to Work with Diverse Students. Professional Educator, 42(1). 

Won, N. (2017). Inner-City Teachers’ Perceptions in a Lesson Study for Critiquing Mathematical Reasoning. The Professional Educator, 42(1), 1-22.

Alderton, E., & Manzi, M. (2017). Engaging Students: An Authentic Undergraduate Research Experience. Professional Educator, 42(1).

Article 1 Scales, R. Q., & Rogers, C. (2017). Novice teacher leadership: Determining the impact of a leadership licensure requirement after one year of teaching. The Professional Educator, 41(1).

Article 2 Cowan Pitre, C., Koch-Patterson, P., & Groves Price, P. (2017). Developing civic-minded teacher leaders through service-learning school partnerships. The Professional Educator, 41(1).

Article 1 Kent, A. M. & Giles, R. M. (2016). Dual certification in general and special education: What is the role of field experience in preservice teacher preparation? The Professional Educator, 40(2).

Article 2 Charner-Laird, M., Kirkpatrick, C.L., Szczesiul, S., Watson, D., & Gordon, P. (2016). From collegial support to critical dialogue: Including new teachers’ voices in collaborative work. The Professional Educator, 40(2).

Article 1 Whitworth, J., Deering T., Jones, S., & Hardy, S. (2016). Hiring quality teachers: The devil is in the details. The Professional Educator, 40(1).

Article 2 Green, A. M. & Kent, A. M. (2016). Developing science and mathematics teacher leaders through a math, science & technology initiative. The Professional Educator, 40(1).

Article 1 Gelfuso, A., Dennis, D. V., & Parker, A. (2015). Turning teacher education upside down: Enacting the inversion of teacher preparation through the symbiotic relationship of theory and practice. The Professional Educator, 39(2).

Article 2 Waddell, J. & Vartuli, S. (2015). Moving from traditional teacher education to a field-based urban teacher education program: One program’s story of reform. The Professional Educator, 39(2).

Article 1 Fuentes, S. Q. & Spice, L. (2015). Challenges encounters in building a university-high school collaboration: A case study. The Professional Educator, 39(1).

Article 2 Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. The Professional Educator, 39(1).

Article 1 Myers, E. L. (2014). Taming turbulence: An examination of school leadership practice during unstable times. The Professional Educator, 38(2).

Article 2 Colwell, C., MacIsaac, D., Tichenor, M., Heins, B., & Piechura, K.. (2014). District and university perspectives on sustaining professional development schools: Do the NCATE standards matter? The Professional Educator, 38(2).

Article 1 Murray, J. (2014). Critical issues facing school leaders concerning data informed decision-making. The Professional Educator, 38(1).

Article 2 Gardiner, W., & Salmon, D. (2014). Faculty research residencies: A response to the problem of enactment. The Professional Educator, 38(1).

Article 1 Vaughn, M., & Faircloth, B. (2013). Teaching with a purpose in mind: Cultivating a vision. The Professional Educator, 37(2).

Article 2 Scales, R. (2013). Examining the sustainability of pre-service teachers’ visions of literacy instruction in their practice. The Professional Educator, 37(2).

Article 1 Asplin, K. N., & Marks, M. J. (2013). Increasing the influence of university supervisors during student teaching. The Professional Educator, 37(1).

Article 2 Breault, R. A. (2013). “She was great, but…”: Examining preservice recollections of favorite and most effective teachers. The Professional Educator, 37(1).

Article 1 Range, B. G., Holt, C. R., Pijanowski, J., & Young, S. (2012). The perceptions of primary grade teachers and elementary principals about the effectiveness of grade-level retention. The Professional Educator, 36(1).

Article 2 Freeman, G., Izzard, M., Faulkner, R., & Charles, J. (2012). University school of education promoting diversity awareness and initiatives. The Professional Educator, 36(1).

Article 1 Burbank, M., Ramirez, L., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content area teachers. The Professional Educator, 36(2).

Article 2 Wong, C. (2012). A case study of college level second language teachers’ perceptions and implementations of communicative language teaching. The Professional Educator, 36(2).

Article 1 Lee, Y. A. (2011). What does teaching for social justice mean to teacher candidates? The Professional Educator, 35(2).

Article 2 Gardiner, W. & Robinson, K.S. (2011). Peer field placements with preservice teachers: Negotiating the challenges of professional collaboration. The Professional Educator, 35(2

Article 1 Cherubini, L., Kitchen, J., Goldblatt, P., & Smith, D. (2011). Broadening landscapes and affirming professional capacity: A metacognitive approach to teacher induction. The Professional Educator, 35(1).

Article 2 Russell, M. L. & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers’ perspectives on mentoring student interns. The Professional Educator, 35(1).

Article 1 Monroe, A. E., Blackwell, S. E., & Pepper, S. K. (2010). Strengthening professional development partnerships while bridging classroom management instruction and practice. The Professional Educator, 34(2).

Article 2 Hur, J. W., & Suh, S. (2010). The development, implementation, and evaluation of a summer school for English language learners. The Professional Educator, 34(2).

Article 1 Allen, K. P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator,34(1).

Article 2 Fayne, H., & Matthews, I. T. (2010). A local solution to a national problem: Preparing preservice candidates for urban middle schools. The Professional Educator, 34(1).

Article 1 Kosko, K. W., & Wilkins, J. L. M. (2009). General educators’ in-service training and their self-perceived ability to adapt Instruction for students with IEP’s. The Professional Educator, 33(2).

Article 2 Obara, S., & Sloan, M. (2009). The evolving role of a mathematics coach during the implementation of performance standards. The Professional Educator, 33(2).

Article 1 Bates, A. J., & Burbank, M. D. (2008). Effective student teacher supervision in the era of No Child Left Behind. The Professional Educator, 32(2).

Article 2 Perrachione, B. A., Rosser, V. J., & Peterson, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. The Professional Educator, 32(2).

Article 3 Parker, A., & Brindley, R. (2008). Exploring graduate elementary education preservice teachers’ initial teaching beliefs. The Professional Educator, 32(2).

Article 1 Castle, S., Arends, R. I., & Rockwood, K. D. (2008). Student learning in a professional development school and a control school. The Professional Educator,32(1).

Article 2 Wray, S. (2008). Swimming upstream: Shifting the purpose of an existing teaching portfolio requirement. The Professional Educator,32(1).

Article 3 Searby, L., & Shaddix, L. (2008). Growing teacher leaders in a culture of excellence. The Professional Educator,32(1).

Article 4 Cherubini, L. (2008). Teacher-candidates’ perceptions of schools as professional communities of inquiry: A mixed-methods investigation. The Professional Educator,32(1).

Article 1 Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’ critical perceptions of their professional induction. The Professional Educator, 29(1).

Article 1 Davis, B. H., & Waite, S. F. (2006). The long-term effects of a public school/state university induction program. Professional educator, 28(2), 1-10.

Article 2 Reybold, L. E., Flores, B. B., & Riojas-Cortez, M. (2006). Dueling Epistemologies? Implementing a Critical Model of Faculty Development in Teacher Education. Professional Educator, 28(2), 1-11.

Article 3 Mays, R. O. (2006). Julius Rosenwald: Building Partnerships for American Education. Professional Educator, 28(2), 1-8. 

Article 1 Ransdell, M., & Maxwell, S. A. (2006). Initiating Elementary Teacher Candidates: A Structured Design Approach. Professional Educator, 28(1), 1-11.

Article 2 Romano, M., & Gibson, P. (2006). Beginning Teacher Successes and Struggles: An Elementary Teacher’s Reflections on the First Year of Teaching. Professional Educator, 28(1), 1-16.

Article 1 Gilbert, M. B. (2005). An Examination of Listening Effectiveness of Educators: Performance and Preference. Professional Educator, 27, 1-16.

Article 2 Jeffries, C., & Maeder, D. W. (2005). Using vignettes to build and assess teacher understanding of instructional strategies. Professional Educator, 27, 17-28.

Article 3 McKinney, S. E., & Finke, J. A. (2005). A Comparison of the Internship Experience for Student Interns Placed in Different Urban School Environments. Professional Educator, 27, 51-57.

Article 4 Mosely, C. (2005). The Value of Professional Teaching Portfolios to Prospective Employers: School Administrators’ Views. Professional Educator, 27, 58-72.

Article 5 Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. Professional Educator, 27, 89-95.

Article 6 Kazelskis, R., Thames, D., Reeves, C., Flynn, R., Taylor, L., Beard, L. A., & Turnbo, D. (2005). Reliability and Stability of Elementary Reading Attitude Survey (ERAS) Scores Across Gender, Race, and Grade Level. Professional Educator, 27, 29-37.

Article 7 Lee, H. J. (2005). Developing a Professional Development Program Model Based on Teachers’ Needs. Professional educator, 27, 39-49.

Article 8 Thompson, S., & Smith, D. L. (2005). Creating Highly Qualified Teachers for Urban Schools. Professional Educator, 27, 73-88.

Article 1 Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13-22.

Article 2 Buchanan, A. M., Agnello, M. F., & McBride, R. E. (2003). Teacher and Student Cognitions during Team Building Activities. Professional Educator, 26(1), 37-46.

Article 3 Reeves, C., Thames, D., Kazelskis, R., Smith, P., Hayes, T., & Chang, Y. H. (2003). Reliability of Student Literacy Attitude Inventory (SLAI) Scores. Professional Educator, 26(1), 1-12.

Article 4 Ransdell, M. (2003). Using Cooperative Learning in Elementary Science Classrooms. Professional Educator, 26(1), 23-35.

Article 5 White, W., & Schaible, R. (2003). The CLASS Professional Development School Initiative: Redesigning Teacher Education through Effective Collaboration. Professional Educator, 26(1), 47-61.

Article 6 Sanderson, D. R. (2003). Extending the Learning Community: The Birth of a New Teacher Support Group. Professional Educator, 26(1), 63-71.

Zou, M. (2003). Organizing Instructional Practice around the Assessment Portfolio: The Gains and Losses. Professional Educator, 26(1), 73-81.

Article 1 Williams, M., & Shaw, S. F. (2003). Simultaneous Renewal in the Urban Professional Development School. Professional Educator, 25(2), 67-75.

Article 2 Brazelton, E. W., Jackson, R., Buckhalt, J., Shapiro, S., & Byrd, D. (2003). Scoring Errors on the WISC-III: A Study across Levels of Education, Degree Fields, and Current Professional Positions. Professional Educator, 25(2), 1-8.

Article 3 Hamel, E. C. (2003). Understanding Teachers’ Perceptions of Children’s Home Language and Literacy Experiences. Professional Educator, 25(2), 9-22.

Article 4 Easley, J. (2003). Finding Graduate Student Voices through the Deconstruction of Democratic Relationships in a PDS. Professional Educator, 25(2), 55-65.

Article 5 Growe, R., & Montgomery, P. S. (2003). Educational Equity in America: Is Education the Great Equalizer?. Professional Educator, 25(2), 23-29.

Article 6 Burbank, M. D. (2003). Modeling Action Research: Reflections from a Self-Study. Professional Educator, 25(2), 31-42.