Publications

Reports of educators’ deficit beliefs about culturally and linguistically diverse students and students with low socioeconomic status abound in the literature. Not surprisingly, deficit beliefs are postulated as the main barrier to the implementation of culturally relevant practices and the development of teachers’ cultural competence. This study explores how teacher preparation programs can leverage science nights to support the development of teacher candidates’ cultural competence. Findings indicate that science night experiences and critical reflection around them promoted teacher candidates’ cultural competence in different ways.

The recent emphasis on clinical models of teacher education creates a need for research to understand how teacher candidates learn from clinical practice. Collaborative mentoring has been proposed as one method to facilitate this process. The purpose of this study is to explore the types of learning spaces generated in the context of reflective debrief sessions on video-recordings of practice. Participants consist of the members six dyads, each comprised of a teacher candidate and clinical educator. Findings describe the focus of interactions, dialogic moves, and patterns of engagement that facilitated the creation of a dialogic mentoring space. Implications for clinically-based teacher education are provided.

Early childhood teacher candidates benefit when presented with opportunities to engage meaningfully with their clinically-based school community, and informal learning events that are hosted after school hours but within school settings present a valuable way to provide these opportunities. Too often, content areas exist in isolation in classrooms, a stark contrast to the real world where content is connected and overlapping. Additionally, while many early childhood teachers express insecurity about their ability to teach STEM content, an integrated STEAM (STEM + Arts & Humanities) may help to promote comfort with STEM content and presents an authentic example of content integration. This article presents a model of informal STEAM learning that capitalizes on collaborative school-university partnerships to improve both teacher candidate development and student learning outcomes. The model described provides practical ideas for facilitating successful informal STEAM events at local schools and is of value to a variety of educational stakeholders. 

This chapter presents a model for leveraging community engagement to support learning in higher education institutions. The model capitalizes on bi-directional and mutually beneficial school-university and university-community partnerships. It purposefully attends to local societal problem-solving. The model uses collaborative and problem-based learning as pedagogical approaches to promote interdisciplinary learning in and about the local and regional community. The chapter provides examples of how this model was applied in third space; utilized the distributed expertise of faculty, students, and community organizations and professionals; and developed technology-enhanced products and processes that impact formal and informal learning of individuals in P-24 and beyond.

This article discusses how a place-based approach to middle-level teacher education prepares middle grades teacher candidates to leverage local culture and community to create interdisciplinary and relevant curriculum for all middle grades students. The article describes evidence-based strategies that capitalize on local place and university-community partnerships to promote empowering and equitable teaching and learning experiences. Specifically, examples of how to use the place-based approaches of photovoice, citizen science, and problem-based learning are provided. 

This article discusses how a place-based approach to middle-level teacher education prepares middle grades teacher candidates to leverage local culture and community to create interdisciplinary and relevant curriculum for all middle grades students. The article describes evidence-based strategies that capitalize on local place and university-community partnerships to promote empowering and equitable teaching and learning experiences. Specifically, examples of how to use the place-based approaches of photovoice, citizen science, and problem-based learning are provided. 

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