Teacher Education Yearbook XXIV

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

LeAnn G. Putney, PhD, is Professor and Chair of Educational Psychology and Higher Education at the University of Nevada, Las Vegas with expertise in ethnographic classroom research, sociocultural theory, and discourse processes. She is active in ATE, AERA, and TESOL, has co-founded a K-12 public charter school, Innovations International Charter School of Nevada.
Nancy P. Gallavan, PhD, is Professor of Teacher Education at the University of Central Arkansas with an expertise in classroom assessments, cultural competence, and social studies education. She received the 2013 UCA Research Award, served as the 2013-14 ATE President, and was inducted into the 2013 Kappa Delta Pi Honorary Eleanor Roosevelt-Lifetime Legacy Chapter.

Foreword to Yearbook XXIV Linda L. House, ATE President 2015-2016 lhouser@iupui.edu Introduction LeAnn G. Putney and Nancy P. Gallavan SECTION ONE. ESTABLISHING A SENSE OF PLACE FOR ALL TEACHER CANDIDATES Section One. Introduction Nancy P. Gallavan and LeAnn G. Putney Who Chooses Teaching as Career: Profiling Academic, Social and Family Characteristics of Teacher CandidatesNasir Mahmood, Allama Iqbal Open University Tooba Saleem, University of the Punjab Becoming a Teacher: The Influence of Clinical Practice on Elementary, Secondary, and Post-Baccalaureate Teacher Candidates' Perceptions of the ProfessionBrianne W. Morettini, Rowan University Building More Democratic Communities: Preparing Novice Teachers to Navigate Political Complexity in SchoolsNathan D. Brubaker, Monash University Teacher Candidates Investigate Strategies to Support Students Who Display Atypical BehaviorsStephanie P. Pepper, Arkansas Tech University Section One. Summary Nancy P. Gallavan and LeAnn G. Putney SECTION TWO. ESTABLISHING A SENSE OF PLACE FOR CANDIDATES IN ALL CLASSROOMS Section Two. Introduction LeAnn G. Putney and Nancy P. Gallavan Promoting Progressive Approaches in Teacher Education: Advocating Constructive and Critical Pedagogy ModelsDonna Wake, University of Central Arkansas Establishing a Comprehensive Sense of Place to Experience Success in Classrooms and Schools through Authentic LeadershipNancy P. Gallavan, University of Central Arkansas Angela Webster-Smith, University of Central Arkansas Barrett W. M. Petty, Jacksonville Lighthouse College Preparatory Academy; Jacksonville, AR Samantha S. Mercado, Beebe School District; Beebe, AR Co-Teaching Revisited: How is This Marriage Working?Patricia Kohler-Evans, University of Central Arkansas Section Two. Summary LeAnn G. Putney and Nancy P. Gallavan SECTION THREE. ESTABLISHING A SENSE OF PLACE FOR TEACHING AND LEARNING ALL CONTENT Section Three. Introduction Nancy P. Gallavan and LeAnn G. Putney A Place for All Learners in Literature UnitsMary Ellen Oslick, Stetson University Tammy R. Benson, University of Central Arkansas Sunny Styles-Foster, University of Central Arkansas Picking up STEAM: Integrating the Arts into STEM-focused Gifted ProgrammingRachelle Miller Alicia Cotabish Deborah Dailey University of Central Arkansas Integrating Science and Technology: Creating a Place for Science Notebooks in the 21st Century ClassroomLori Fulton Seungoh Paek Jon Yoshioka University of Hawai?i at Ma¯noa Examining Teacher Candidates' Expectations for Technology Use in Their Future ClassroomsEucabeth Odhiambo Nellie Orr Cyr Han Liu Robert Ziegenfuss Shippensburg University Section Three. Summary Nancy P. Gallavan and LeAnn G. Putney SECTION FOUR. ESTABLISHING A SENSE OF PLACE FOR ALL LEARNERS Section Four. Introduction LeAnn G. Putney and Nancy P. Gallavan Transformative Pedagogy for Teacher Candidates: Focusing on Urban Student AssessmentClaudia Phillips Joplin, Independent Educational Research Consultant Kathy Deen Evans, The University of Tennessee at Martin Critiquing Colbert: Using Case Study as a Tool for Supporting Culturally Responsive Teaching PracticeDebi Khasnabis Simona Goldin Kelly McMahon University of Michigan-Ann Arbor Creating a Space for Teacher Candidates Committed to Urban Settings: Action Research on the Urban Education Fellows ProgramLaura Bower-Phipps Helen Marx Southern Connecticut State University Moving Out of the Shallow End: Preparing Culturally Responsive TeachersNykela Jackson, University of Central Arkansas Sunny Styles-Foster, University of Central Arkansas Jarrett Landor, Southern University and A&M College Transforming Traditional Schools to Collaboratively Manage ChangeAileen J. Watts, Arkansas Tech University Section Four. Summary LeAnn G. Putney and Nancy P. Gallavan Afterword LeAnn G. Putney and Nancy P. Gallavan