Shirley Knight|Gwendolyn M. Lloyd|Fran Arbaugh|Scott McDonald|James Nolan|Anne Elrod Whitney
Research as a Catalyst for Change
Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University
throughout editorship emphasized goal bringing together three dimensions teacher educationpractice policy researchto address issues challenges faced stakeholders field see editorials 631 632 theme upcoming 2014 american association colleges teacher education aacte annual meeting taking charge change provides opportunity highlight role research impact policy practice within five strands owning school performance creating innovative culturally relevant pedagogy evidence impactstate art implementing change works journal teacher education jte published number articles advance understanding strands welcomes additional studies contribute ability describe implement assess innovative practices lead change preservice inservice teacher education current issue reflects emphasis integration research practice policy teacher education several studies contribute knowledge innovative practices potential provide evidence change teacher preservice inservice professional development highlights current issue articles comprise issue represent diversity characterizes jte readership topics include videocase analysis mentoring novice teachers preservice teachers responses cyber bullying preparation teachers urban settings recruitment special education teachers professional development online settings welldeveloped implications policy practice research contexts varied focus international national local settings quantitative qualitative methodologies represented including studies using mixed methods first articleformal informal mentoring complementary compensatory consistentdesimone hochberg porter polikoff schwartz johnson investigate roles mentors learning 57 novice middle school math teachers 11 school districts extend study mentoring novice teachers include informal well formal mentors authors explore differences characteristics two types respective interactions mentees discussing manipulable policy variables shape interactions findings indicate school time set aside meet related time spent types mentors beginning teachers reported spending time formal mentors experiencing challenging classes mentors math teaching experience two types mentors serve complementary roles informal mentors addressing personal needs formal mentors addressing professional needs arya christ chiu facilitation teacher behaviors analysis literacy teachers videocase discussions investigate relationship peer professor facilitation teacher behavior videocase discussions researchers extended research area use statistical discourse analysis approach addresses many problems inherent methodological approaches analyzing discourse findings depict multistep facilitation processes occurred professorteacher teacherteacher discussions provide implications facilitating teachers critical thinking connectionmaking determination instructional challenges discussions third article unpacking urban urban teacher education kavita matsko karen hammerness provides argument contextspecific teacher preparation rather preparation generic settings typically case authors conducted descriptive theorybuilding study university chicago urban teacher education program examine features urban context addressed site