Co/Sense-making and Conflict: Lessons Learned from a Teacher Education Curriculum Revisioning

References

• Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. doi:10.3102/0034654311404435
   Web of Science ®Google Scholar
• Anagnostopoulos, D., Levine, T., Roselle, R., & Lombardi, A. (2018). Learning to redesign teacher education: A conceptual framework to support program change. Teaching Education, 29(1), 61–80. doi:10.1080/10476210.2017.1349744
   Web of Science ®Google Scholar
• Barrett, M. S., Ballantyne, J., Harrison, S., & Temmerman, N. (2009). On building a community of practice: Reflective narratives of academic learning and growth. Reflective Practice, 10(4), 403–416. doi:10.1080/14623940903138233
   Google Scholar
• Bonk, C. J., & Cunningham, D. J. (2012). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational training tools. In C. J. Bonk & K. S. King (Eds.), Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25–50). New York, NY: Routledge.
   Google Scholar
• Cochran-Smith, M., Keefe, E. S., Burton, S., Chang, W.-C., Fernandez, M. B., Miller, A. F., … Baker, M. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning communities. Review of Research in Education, 24(1), 249–305.
   Web of Science ®Google Scholar
• Cohen, D. K., & Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331–388. doi:10.3102/01623737012003331
   Google Scholar
• Cohen, D. K., & Moffitt, S. L. (2009). The ordeal of equality: Did federal regulation fix the schools? Cambridge, MA: Harvard University Press.
   Google Scholar
• Corbin, J., & Strauss, A. (1998). Basics of qualitative research (4th ed.). Los Angeles, CA: Sage.
   Google Scholar
• Council for the Accreditation of Educator Preparation. (2013). CAEP accreditation standards. Washington, DC. Retrieved from http://www.caepnet.org/standards/introduction
   Google Scholar
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Los Angeles, CA: Sage.
   Google Scholar
• Curran, F. C., & Kellogg, A. T. (2017). Sense-making of Federal education policy: Social network analysis of social media discourse around the every student succeeds act. Journal of School Leadership, 27(5), 622–651. doi:10.1177/105268461702700502
   Google Scholar
• Darling-Hammond, L. (1990). Instructional policy into practice: “The power of the bottom over the top”. Educational Evaluation and Policy Analysis, 12(3), 339–347.
   Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47. doi:10.1177/0022487109348024
   Web of Science ®Google Scholar
• Datnow, A., & Park, V. (2009). Conceptualizing policy implementation: Large-scale reform in an era of complexity. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 348–361). New York, NY: Routledge.
   Google Scholar
• Dulebohn, J. H., Bommer, W. H., Liden, R. C., Brouer, R. L., & Ferris, G. R. (2012). A meta-analysis of antecedents and consequences of leader-member exchange: Integrating the past with an eye toward the future. Journal of Management, 38(6), 1715–1759. doi:10.1177/0149206311415280
   Web of Science ®Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080020028747
   Google Scholar
• Feinman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. doi:10.1111/0161-4681.00141
   Web of Science ®Google Scholar
• Foranzi, F. M. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. doi:10.1177/0022487114533800
   Web of Science ®Google Scholar
• Fullan, M. G. (1994). Coordinating top-down and bottom-up strategies for educational reform. In R. J. Anson (Ed.), Systemic reform: Perspectives on personalizing education (pp. 7–24). Washington, DC: U.S. Department of Education.
   Google Scholar
• Fullan, M. G. (2007). Change theory as a force for school improvement. In J. M. Burger, C. Webber, & P. Klinck (Eds.), Intelligent leadership (pp. 27–39). Dordrecht, NL: Springer.
   Google Scholar
• Gorodetsky, M., & Barak, J. (2008). The educational-cultural edge: A participative learning environment for co-emergence of personal and institutional growth. Teaching and Teacher Education, 24(7), 1907–1918. doi:10.1016/j.tate.2008.01.006
   Web of Science ®Google Scholar
• Greenburg, J., McKee, A., & Walsh, K. (2013). Teacher prep review: A review of the nation’s teacher preparation programs. Washington, DC: National Council on Teacher Quality.
   Google Scholar
• Grossman, P., Hammerness, K. M., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273–287. doi:10.1177/0022487108322127
   Web of Science ®Google Scholar
• Grossman, P., & McDonald, M. (2008). Back to the future: directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. doi:10.3102/0002831207312906
   Web of Science ®Google Scholar
• Hale, P. D., Kampmann, J., & Stremmel, A. (2018). Secondary teacher education program redesign as a community of practice. Family and Consumer Sciences Research Journal, 46(4), 406–420. doi:10.1111/fcsr.12265
   Web of Science ®Google Scholar
• Hammerness, K. M. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241–1265. doi:10.1111/j.1467-9620.2006.00692.x
   Web of Science ®Google Scholar
• Hökkä, P., & Eteläpelto, A. (2014). Seeking new perspectives on the development of teacher education: A study of the Finnish context. Journal of Teacher Education, 65(1), 39–52. doi:10.1177/0022487113504220
   Web of Science ®Google Scholar
• Huizen, P., Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267290. doi:10.1080/0022027042000328468
   Web of Science ®Google Scholar
• Ingersoll, R. M. (2009). Who controls teachers’ work: Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
   Google Scholar
• Ingersoll, R. M., & Collins, G. (2018). The status of teaching as a profession. In J. Ballantine, J. Spade, & J. Stuber (Eds.), Schools and society: A sociological approach to education (pp. 199–213). Los Angeles, CA: Pine Forge Press/Sage.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Levine, A. (2010). Teacher education must respond to changes in America. Phi Delta Kappan, 92(2), 19–24. doi:10.1177/003172171009200205
   Web of Science ®Google Scholar
• Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public services (30th year ed.). New York: Russell Sage.
   Google Scholar
• Livers, S. D., & Elmore, P. (2018). Attending to precision: Vocabulary support in middle school mathematics classrooms. Reading & Writing Quarterly, 34(2), 160–173. doi:10.1080/10573569.2017.1370624
   Web of Science ®Google Scholar
• Matsko, K. K., & Hammerness, K. (2013). Unpacking the “Urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128–144. doi:10.1177/0022487113511645
   Web of Science ®Google Scholar
• 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. doi:10.1177/0022487113493807
   Web of Science ®Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Peck, C. A., Gallucci, C., Sloan, T., & Lippincott, A. (2009). Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change. Educational Research Review, 4(1), 16–25. doi:10.1016/j.edurev.2008.06.001
   Web of Science ®Google Scholar
• Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I. J., Carter Andrews, D., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. doi:10.1177/0022487118798324
   Web of Science ®Google Scholar
• Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Large-scale curriculum reform in Finland–exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28(1), 22–40. doi:10.1080/09585176.2016.1179205
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Los Angeles, CA: Sage.
   Google Scholar
• Schalin, J. (2019). The politicization of university schools of education: The long march through the education schools. Raleigh, NC: James G. Martin Center for Academic Renewal.
   Google Scholar
• Schoenfield, A. H., & Pearson, P. D. (2009). The reading and math wars. In G. Skyes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 560–580). New York, NY: Routledge.
   Google Scholar
• Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79(4), 1391–1466. doi:10.3102/0034654309341374
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes ( M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Cambridge: Harvard University Press.
   Google Scholar
• Wenger, E. (2011). Communities of practice: A brief introduction. Eugene, OR: University of Oregon Scholars Bank.
   Google Scholar
• Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. Retrieved from https://wenger-trayner.com/introduction-to-communities-of-practice/
   Google Scholar
• Wiggins, G., & McTighe, J. (1998). What is backward design? Understanding by Design, 1, 7–19.
   Google Scholar
• Zeichner, K. M. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. doi:10.1177/0022487112445789
   Web of Science ®Google Scholar