In Their Own Voices

Let the People Who Do the Teaching Do the Talking

Suzanne C. Carothers, New York University

Mentoring Doctoral Students in Higher Education

An International Perspective

Michael F. Burnett, Louisiana State University

Mentoring for Wellbeing in Higher Education

Benjamin Kutsyuruba, Queen’s University; Frances K. Kochan, Auburn University

Crossing the Border from Preservice to Inservice Science Teacher

Research-based Induction as Professional Development

Dennis W. Sunal, University of Alabama; Cynthia S Sunal, University of Alabama; Justina A. Ogodo, Baylor University

Healing While Studying

Reflections and Strategies for Healing, Coping, and Liberation of Graduate Students of Minoritized Identities

Richard D. Williams, University at Buffalo

Compassionate Leadership for School Improvement and Renewal

Kara Lasater, University of Arkansas; Kristina N. LaVenia, Bowling Green State University

Mentoring for Wellbeing in Schools

Benjamin Kutsyuruba, Queen’s University; Frances K. Kochan, Auburn University

Teaching is a Human Interaction

How Thoughtful Educators Respond, Are Responsive, and Take Responsibility

Alexis L. Jones, Eastern Illinois University

The Black Student’s Pathway to Graduate Study and Beyond

The Making of a Scholar

Evelyn Shepherd W. Farmer, Grambling State University

The Early Years of Leadership

The Journey Begins

Ian Marshall, The University of the West Indies; Grace-Anne Jackman, The University of the West Indies; Denise E. Armstrong, Brock University

Pursuit of Liberation

Critical Service-Learning as Capacity Building for Historicized, Humanizing, and Embodied Action

Emily A. Nemeth, Denison University; Ashley N. Patterson, Penn State University

Teacher Candidate Problem-Solving Engagement Styles

LIBRE Model Self-Management Analysis

Norma S. Guerra, University of Texas at San Antonio

R.A.C.E. Mentoring and P-12 Educators

Practitioners Contributing to Scholarship

Aaron J. Griffen, DSST Public Schools

Teaching as a Human Activity

Ways to Make Classrooms Joyful and Effective

J. Amos Hatch, University of Tennessee

Student-Centered Research

Blending Constructivism With Action Research

James Pelech, Benedictine University

As He Saw It

Contributions, Memories and Reflections of John H. Lounsbury

Steven B. Mertens, Illinois State University; Micki M. Caskey, Portland State University

Black Mother Educators

Advancing Praxis for Access, Equity, and Achievement

Tambra O. Jackson, Indiana University School of Education, Indianapolis

The Impact of Classroom Practices

Teacher Educators' Reflections on Culturally Relevant Teachers

Antonio L. Ellis, American University; Nathaniel Bryan, Miami University; Yolanda Sealey-Ruiz, Teachers College, Columbia University; Ivory Toldson, Howard University; Christopher Emdin, Teachers College, Columbia University

Partnerships for Leadership Preparation and Development

Facilitators, Barriers and Models for Change

Frances K. Kochan, Auburn University; Ellen H. Reames, Auburn University; Dana M. Griggs, Columbus State University

The Art and Science of Mentoring

A Festschrift in Honor of Dr. Frances Kochan

Ellen H. Reames, Auburn University; Linda J. Searby, University of Florida

Mentoring as Critically Engaged Praxis

Storying the Lives and Contributions of Black Women Administrators

Deirdre Cobb-Roberts, University of South Florida; Talia Esnard, University of the West Indies, Trinidad and Tobago

Creating and Sustaining a Collaborative Mentorship Team

A Handbook for Practice and Research

Dianne M. Gut, Ohio University; Beth J. VanDerveer, Ohio University; Mary Barbara Trube, Ohio University; Pamela C. Beam, Ohio University

Moments that Matter in the Learning and Development of Children

Reflections from Educators

Kelly Ann Kolodny, Framingham State University

At Our Best

Building Youth-Adult Partnerships in Out-of-School Time Settings

Gretchen Brion-Meisels, Harvard Graduate School of Education; Jessica Tseming Fei, Harvard Graduate School of Education; Deepa Sriya Vasudevan, Wellesley College

Pedagogy of Vulnerability

Edward J. Brantmeier, James Madison University; Maria K. McKenna, University of Notre Dame