190
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Deans as Agents of Change for Inclusive Teacher Education

ORCID Icon, , &

References

  • Alavi, S. B., & Gill, C. (2017). Leading change authentically: How authentic leaders influence follower responses to complex change. Journal of Leadership & Organizational Studies, 24(2), 157–171.
  • Beck-Frazier, S., White, L. N., & McFadden, C. (2007). Perceived differences of leadership behaviors of deans of education: A selected study. Journal of Leadership Education, 6(1), 1–17.
  • Blanton, L. P., Pugach, M. C., Boveda, M. (2014). Teacher education reform initiatives and special education: Convergence, divergence, and missed opportunities. Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center, University of Florida. http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/LS-3_FINAL_09-20-14.pdf
  • Blanton, L., & Pugach, M. (2020). Dual certification programs. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1183
  • Blanton, L. P., Pugach, M. C., & Boveda, M. (2018). Interrogating the intersections between general and special education in the history of teacher education reform. Journal of Teacher Education, 69(4), 354–366.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. https://doi.org/10.1177/001440290507100205
  • Charmaz, K. (2014). Constructing grounded theory (Introducing qualitative methods series). SAGE.
  • Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and procedures for developing grounded theory (Vol. 3). SAGE.
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6–28. https://doi.org/10.1016/j.compedu.2005.04.005
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 1–32). SAGE.
  • Fagan, J. C. (2012). The effectiveness of library deans and directors: A literature review. Library Leadership and Management, 26(1), 1–19.
  • Flick, U. (2018). Designing qualitative research. SAGE.
  • Florian, L., & Pantic, N. (2017). Teacher education for the changing demographics of schooling: Policy, practice, and research. In L. Florian & N. Pantic (Eds.), Teacher education for the changing demographics of schooling: Issues for research and practice (pp. 1–5). Springer.
  • Glaser, B. G. (1978). Theoretical sensitivity. Sociology Press.
  • Gomez-Njarro, J., Pugach, M. C., Blanton, L. P. (2021). The institutional discourse of inclusive teacher preparation in the United States. Paper presented at the 2021 Annual Meeting of the American Educational Research Association.
  • Herold, D. M., Fedor, D. B., Caldwell, S., & Liu, Y. (2008). The effects of transformational and change leadership on employees’ commitment to a change: A multilevel study. The Journal of Applied Psychology, 93(2), 346–357. https://doi.org/10.1037/0021-9010.93.2.346
  • Kempster, S., & Parry, K. W. (2011). Grounded theory and leadership research: A critical realist perspective. The Leadership Quarterly, 22(1), 106–120. https://doi.org/10.1016/j.leaqua.2010.12.010
  • Kozleski, E. B., & Proffitt, W. A. (2020). A journey towards equity and diversity in the educator workforce. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 43(1), 63–84. https://doi.org/10.1177/0888406419882671
  • Lawrence, P. (2015). Leading change – Insights into how leaders actually approach the challenge of complexity. Journal of Change Management, 15(3), 231–252. https://doi.org/10.1080/14697017.2015.1021271
  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage Publishing. Inc.
  • Pugach, M. C., & Blanton, L. P. (2009). A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25(4), 575–582. https://doi.org/10.1016/j.tate.2009.02.007
  • Pugach, M. C., Blanton, L. P., & Correa, V. (2011). An historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(3), 183–200. https://doi.org/10.1177/0888406411406141
  • Quainoo, E. A., Chunga, J. O., & Lukoko, H. O. (2020). Deans’ leadership and organizational commitment in higher education: A review of literature. International Journal of Social Sciences and Humanities Research, 8(3), 167–174.
  • Schneider, J. (2018). Marching forward, marching in circles: A history of problems and dilemmas in teacher preparation. Journal of Teacher Education, 69(4), 330–340. https://doi.org/10.1177/0022487117742904
  • Sypawka, W., Mallett, W., & McFadden, C. (2010). Leadership styles of community college academic deans. Community College Enterprise, 16(1), 63–73.
  • Towne, L., & Shavelson, R. J. (2002). Scientific research in education. National Academy Press.
  • Villegas, A. M., Ciotoli, F., & Lucas, T. (2017). A framework for preparing teachers for classrooms that are inclusive of all students. In Florian, L., Pantić, N. (Eds.), Teacher education for the changing demographics of schooling (pp. 133–148). Springer. https://doi.org/10.1007/978-3-319-54389-5
  • Wepner, S. B., D'Onofrio, A., & Wilhite, S. C. (2008). The leadership dimensions of education deans. Journal of Teacher Education, 59(2), 153–169. https://doi.org/10.1177/0022487107313745
  • Wertz, F. J., Charmaz, K., McMullen, M., Josselson, R., Anderson, R., & McSpadden, E. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. Guilford Press.
  • Wiseman, D. L. (2012). The intersection of policy, reform, and teacher education. Journal of Teacher Education, 63(2), 87–91. https://doi.org/10.1177/0022487111429128

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.