DIVISION K SECTIONS 2016-2017

Section 1. Teaching and Teacher Education in the Content Areas 

This section invites investigations of quality teaching and teacher education in the content areas in PK -16+ school or community settings. This could include examinations of a single content area, or inquiry into the intersections between multiple content areas, in relation to teaching practices, knowledge(s), roles, teacher preparation, and perceptions of students, teachers, and teacher educators.

Section Chairs: Steven Bickmore, University of Nevada Las Vegas, [email protected]; Cleveland Hayes, University of Laverne, [email protected]; James Hollar, Central Washington University, [email protected]

Section 2. Teacher Leadership Within and Beyond the Classroom

This section invites investigations of teachers who demonstrate leadership, expert knowledge, and advocacy both from within the classroom and/or school settings, as well as beyond individual or local school contexts. This could include examinations into the definition and conceptualization of teacher leadership, the impact of teacher leadership on practice/curriculum/policy, innovative programs and models that support the identification and development of teacher leaders, case studies of teachers who lead, teacher research, etc.

Section Chairs: Cynthia Carver, Oakland University, [email protected]; Melinda Mangin, Rutgers University, [email protected]

Section 3. Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development

This section invites investigations of teachers or teacher educators—who they are, how they come to be, what they believe and how they think, dilemmas and challenges they face. Proposals might focus on teacher knowledge(s) and understandings about their work and lives, autobiographies and personal or professional histories; thinking and decision-making; beliefs, conceptions and perspectives; ideologies, attitudes and dispositions; etc. Included also could be inquiry into the spiritual, moral, socio-political, affective, emotional dimensions of teaching.

Section Chairs: Chonika Coleman-King, University of Tennessee, Knoxville, [email protected]; Cindy Cruz, UC Santa Cruz, [email protected]; Katie McGinn Luet, Rowan University, [email protected]

Section 4. Multicultural, Inclusive, & Social Justice Frameworks in PK-16+ Settings

This section invites investigations of multicultural, inclusive, and social justice frameworks for teaching and teacher education in preservice, professional practice/development, and PK–16+ settings. This could include examinations of vulnerable and underserved populations, and capacity-based approaches to supporting their learning and development; multiple diversities within school and community settings; teaching practices that purposefully address issues of equity and access; preparing teachers to be socially just, critically conscious advocates; etc.

Section Chairs: Beatrice Fennimore, Indiana University of Pennsylvania, [email protected]; Beth Wassell, Rowan University, [email protected]

Section 5. Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

This section invites investigations of preservice teacher preparation for complex and diverse settings. Proposals could include, but are not limited to: practices intended to enhance teacher knowledge and understanding; different pedagogical practices and perspectives on learning tot each; practices intended to improve the quality of teaching in PK-16+ settings; becoming competent and caring teachers of culturally, linguistically diverse learners in various settings; and assessment practices in teacher preparation and development.

Section Chairs: Ysaaca Axelrod, University of Massachusetts, Amherst, [email protected]; Jung Kim, Lewis University, [email protected]; Beth van Es, University of California, Irvine, [email protected] 

Section 6. Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Innovative Approaches and Models

This section invites investigations of field experiences, including student teaching, early field experiences, community-based field experiences, and approaches to facilitating candidates’ understanding of teaching and learning through inquiry, observation, and practice. Examinations could focus on questions of quality placements or experiences, the relationship between field experiences & course work, quality supervision, selection and support of cooperating teachers, the sequence and substance of student teaching, etc.

Section Chairs: Dana Bickmore, University of Nevada Las Vegas, [email protected]; Kristine Pytash, Kent State University, [email protected]

Section 7: Teacher Recruitment, Induction, Mentoring, and Retention For and From Diverse Communities and Contexts

This section invites investigations of strategies, programs, and collaborations for attracting, supporting, and retaining qualified P-16+ teachers from multiply diverse communities, and for the range and complexity of cultural, linguistic, social, and political contexts that influence and inform teaching, student learning, and learning to teach.

Section Chairs: Margarita Jimenez-Silva, Arizona State University, [email protected]; Pablo Ramirez, Arizona State University, [email protected]

Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Investigations of the impact of teacher and teacher educator learning, professional development and continuing education on teaching practices, self-efficacy, teacher thinking and knowledge(s), and student growth and learning. Specific approaches or designs as well as general issues and conceptual concerns are included.

Section Chairs: Elizabeth Dutro, University of Colorado, Boulder, [email protected]; Liz Meyer, University of Colorado, Boulder, [email protected]; Jamy Stillman, University of Colorado, Boulder, [email protected]

Section 9: Teacher Education Program Design and Innovations

This section invites investigations of creative, innovative, or previously unexplored approaches to teacher education program design. Examples could include new directions in online or hybrid programs, use of social media platforms and digital learning, distance learning, program assessment and documentation, internships, residency approaches, professional development schools or other university-school partnerships, school coalitions and community collaborations.

Section Chairs: Kenneth Anderson, Howard University, [email protected]; Vera Lee, Drexel University, [email protected]

Section 10: Teaching and Teacher Education Policy and Research

This section invites investigations that target or transcend local, national, or international policy mandates or debates that are affecting teaching and teacher education. Examples could include policies related to the distribution of teacher expertise/labor and other resources across schools and districts, decisions about curriculum, assessment of teacher performance, accreditation, teacher licensure/certification, and continuing education.

Section Chairs: Terry Flennaugh, Michigan State University, [email protected]; Ebony McGee, Vanderbilt University, [email protected]; Clarence La Mont Terry, Occidental College, [email protected]