Citations (76)
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Peter Mtika, Dean Robson, Archie Graham & Lindsay MacDougall. (2024) Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments. Teaching Education 35:1, pages 45-60.
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Thomas Albright. (2023) A teacher residency’s entanglement with time: ‘We always say we will get to it, but we never do’. Educational Philosophy and Theory 55:13, pages 1487-1500.
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Mark Boylan, Gill Adams, Emily Perry & Josephine Booth. (2023) Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education 49:4, pages 651-669.
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Valerie E. Valdez & Julie A. Bianchini. (2023) “People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education. Journal of Science Teacher Education 34:5, pages 497-521.
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Thomas Albright, Stephanie Behm Cross & Camea Davis. (2023) A Teacher Residency’s Ecologies of Support: Insulating Against Moral Injury, Exploitation, & Pushout. The New Educator 19:3, pages 215-237.
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Servet Üztemur & İlker Dere. (2023) ‘I was not aware that I did not know’: developing a sense of place with place-based education. Innovation: The European Journal of Social Science Research 36:3, pages 481-497.
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Alyssa Hadley Dunn. (2023) “Why did we never learn this?”: preparing educators to teach for justice and equity on days after. International Journal of Qualitative Studies in Education 0:0, pages 1-15.
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Lydia Menna, Pooja Dharamshi & Clare Kosnik. (2022) How Teacher Educators’ Lived Experiences Affect Teaching for Social Justice1. The Teacher Educator 57:4, pages 409-430.
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Dianna Gahlsdorf Terrell & Diana Sherman. (2022) Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers. Action in Teacher Education 44:3, pages 230-251.
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Shoshana Steinberg & Michal Krumer-Nevo. (2022) Poverty-aware teacher education. European Journal of Teacher Education 45:2, pages 266-281.
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Elena Aydarova. (2021) Building a One-Dimensional Teacher: Technocratic Transformations in Teacher Education Policy Discourses. Educational Studies 57:6, pages 670-689.
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Elena Aydarova, James Rigney & Nancy Dana. (2021) ‘Small but mighty’: a case study of teacher educators disrupting neoliberal reforms of teacher education and reclaiming a voice in policy conversations. Journal of Education for Teaching 47:5, pages 732-744.
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Yiting Chu. (2021) Preservice teachers learning to teach and developing teacher identity in a teacher residency. Teaching Education 32:3, pages 269-285.
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Elizabeth Stringer Keefe & Andrew F. Miller. (2021) Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education. The New Educator 17:1, pages 39-57.
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Jacob Hackett, Rhina Williams, Camea Davis, Stephanie Behm Cross, Nadia Behizadeh & Elizabeth Hearn. (2021) Tensions in Designing a Third Space in a Justice-Oriented Teacher Residency: Toward an Authentic Collaborative for Clinical Practice. Peabody Journal of Education 96:1, pages 32-42.
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Moira Hulme, Gary Beauchamp & Linda Clarke. (2020) Doing advisory work: the role of expert advisers in national reviews of teacher education. Journal of Further and Higher Education 44:4, pages 498-512.
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Danielle Dani. (2019) A community and place-based approach to middle childhood science teacher education. Middle School Journal 50:2, pages 45-52.
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Archie Graham, Lindsay MacDougall, Dean Robson & Peter Mtika. (2019) Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty. Oxford Review of Education 45:1, pages 119-135.
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A. Lin Goodwin & Kelsey Darity. (2019) Social justice teacher educators: what kind of knowing is needed?. Journal of Education for Teaching 45:1, pages 63-81.
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Marilyn Cochran-Smith, Elizabeth Stringer Keefe & Molly Cummings Carney. (2018) Teacher educators as reformers: competing agendas. European Journal of Teacher Education 41:5, pages 572-590.
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Bernadette Youens, Lindsey Smethem & Mark Simmons. (2018) Move over Nelly: lessons from 30 years of employment-based initial teacher education in England. Teachers and Teaching 24:7, pages 854-869.
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Aaron S. Zimmerman. (2018) Democratic Teacher Education: Preserving Public Education as a Public Good in an Era of Neoliberalism. The Educational Forum 82:3, pages 351-368.
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Maureen D. Gillette. (2017) Sustaining a Quality Education Through Community-Based Educator Preparation. Kappa Delta Pi Record 53:4, pages 148-151.
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Ken Zeichner. (2016) Advancing Social Justice and Democracy in Teacher Education: Teacher Preparation 1.0, 2.0, and 3.0. Kappa Delta Pi Record 52:4, pages 150-155.
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Mary Clare Relihan & Richard O'Donovan. (2024) Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education. International Journal of Mentoring and Coaching in Education.
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Thomas Albright. (2024) A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity. Teaching and Teacher Education 141, pages 104491.
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Elena Aydarova, James Rigney & Nancy Fichtman Dana. (2024) Claiming and reclaiming the voice of the profession: Teacher educator policy advocacy through the lens of Bakhtin's theory of dialogism. Teaching and Teacher Education 140, pages 104479.
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Ruth Zuzovsky, Ainat Guberman & Marcel Amasha. (2022) Citizenship education to promote civic engagement among Arabic speaking student teachers in Israel. Education, Citizenship and Social Justice 19:1, pages 58-76.
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Camea L. Davis & Stephanie Behm Cross. (2024) Whiteness in the bones: Structures and practices in justice-centered teacher preparation. Teaching and Teacher Education 139, pages 104433.
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Elena Aydarova. (2023) Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education. Journal of Teacher Education 75:1, pages 29-42.
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Thomas Albright, Stephanie Behm Cross & Camea Davis. (2023) Freedom Dreaming: An Abolitionist Teacher Residency. Urban Education.
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W. Kyle Ingle, Stephen M. Leach & Amy S. Lingo. (2023) Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway. Journal of Education Human Resources 41:4, pages 629-661.
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Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena & Matt Kitchen. (2023) Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts. School-University Partnerships 16:1, pages 71-91.
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Marilyn Cochran-Smith & Emilie Mitescu Reagan. (2022) Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment. Journal of Teacher Education 73:5, pages 449-462.
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Elena Aydarova, James Rigney & Nancy Fichtman Dana. (2022) Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education. Teachers College Record: The Voice of Scholarship in Education 124:9, pages 199-227.
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Nadia Behizadeh. 2022. Handbook of Research on Teacher Practices for Diverse Writing Instruction. Handbook of Research on Teacher Practices for Diverse Writing Instruction
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Lucas Williams & Sabrina F. Sembiante. (2022) Experiential learning in U.S. undergraduate teacher preparation programs: A review of the literature. Teaching and Teacher Education 112, pages 103630.
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Kristin Cipollone, Eva Zygmunt, Pastor Robert Scaife & Minister Wilisha Scaife. (2022) “Let’s Create the Table”: Reengaging Democracy in Teacher Preparation Through Radical Reciprocity. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 61-88.
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Aaron Samuel Zimmerman. 2022. Research Anthology on Service Learning and Community Engagement Teaching Practices. Research Anthology on Service Learning and Community Engagement Teaching Practices
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Sarah Schneider Kavanagh. (2021) Toward Nonbinary Theories of Practice in Teacher Education Research. Educational Researcher 51:1, pages 66-71.
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Jesus Honorato-Errazuriz & Maria Soledad Ramirez-Montoya. (2021) Randomized Evaluation of Reading Skills: an Opportunity for Systematic Literature Review. Randomized Evaluation of Reading Skills: an Opportunity for Systematic Literature Review.
Andrene Jones-Castro. (2021) The Costs of Emergency Certification: A Solution or Dilemma for School Leaders?. Journal of Education Human Resources 39:4, pages 452-478.
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W. Kyle Ingle, Namok Choi & Marco A. Munoz. (2021) School leaders' preferences for teacher applicant characteristics in a large urban school district. Journal of Educational Administration 59:5, pages 615-633.
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Tanya Gupta. (2019) Promoting mathematical reasoning and problem solving through inquiry-based relevance focused computer simulations: a stoichiometry lab. Chemistry Teacher International 1:1.
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Lauren Anderson. (2019) Private Interests in a Public Profession: Teacher Education and Racial Capitalism. Teachers College Record: The Voice of Scholarship in Education 121:6, pages 1-38.
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Mariana Souto-Manning. (2019) Transforming University-Based Teacher Education: Preparing Asset-, Equity-, and Justice-Oriented Teachers within the Contemporary Political Context. Teachers College Record: The Voice of Scholarship in Education 121:6, pages 1-26.
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Wen-Chia C. Chang, Larry H. Ludlow, Lexie Grudnoff, Fiona Ell, Mavis Haigh, Mary Hill & Marilyn Cochran-Smith. (2019) Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. Teaching and Teacher Education 82, pages 69-85.
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