Faculty Peer Coaching in Higher Education

Opportunities, Explorations, and Research from the Field

Kristin N. Rainville, Sacred Heart University; David G. Title, Sacred Heart University; Cynthia G. Desrochers, California State University, Northridge

Learning to Teach

Primer on Teacher Education Methods

Sue L. T. McGregor, McGregor Consulting Group

Rekindling Embers of the Soul

An Examination of Spirituality Issues Relating to Teacher Education

Miranda Lin, Illinois State University; Thomas A. Lucey, Illinois State University

Navigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education

Noelle A. Paufler, Clemson University; Ellen H. Reames, Auburn University

Religion, the First Amendment, and Public Schools

Stories from K-12 and Teacher Education Classrooms

Aaron Bodle, James Madison University; Elizabeth E. Saylor, University of Georgia; Elizabeth Bellows, Appalachian State University; Sohyun An, Kennesaw State University; Lisa B. Buchanan, Elon University

Contemporary Perspectives on Research on Immigration in Early Childhood Education

Olivia Saracho, University of Maryland

Exemplary Clinical Models of Teacher Education

Sara R. Helfrich, Ohio University; Sara L. Hartman, Ohio University

Effectively Using Data for Educator Preparation Program Improvement

Christine Carrino Gorowara, University of Delaware; Erica M. Brownstein, Independent Consultant; Timothy Wall, Northwest Missouri State University

Bounding Greed

Worklife Integration and Positive Coping Strategies Among Faculty of Color in Early, Middle, and Late Career Stages at Comprehensive Universities

René O. Guillaume, New Mexico State University; Edna Martinez, The University of Texas at El Paso

Faculty Peer Coaching in Higher Education

Partnerships to Support Improved Instructional Practices

Kristin N. Rainville, Sacred Heart University; David G. Title, Sacred Heart University; Cynthia G. Desrochers, California State University, Northridge

Teaching is a Human Interaction

How Thoughtful Educators Respond, Are Responsive, and Take Responsibility

Alexis L. Jones, Eastern Illinois University

Developing Trauma-Informed Teachers

Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches ~ Research Findings From the Field

Ofelia Schepers, Purdue University; Megan Brennan, Resilient Futures; Philip E. Bernhardt, Metropolitan State University of Denver

Handbook of STEM Faculty Development

Sandra M. Linder, Clemson University; Cindy M. Lee, Clemson University; Shannon K Stefl, Clemson University; Karen A. High, Clemson University

Innovative Approaches to Teaching Multilingual Students

Mary Amanda Stewart, Texas Woman’s University; Holly Hansen-Thomas, Texas Woman’s University

Jamaican Teachers, Jamaican Schools

Life and Work in 21st Century Schools

Eleanor J. Blair, Western Carolina University

Teaching Learning for Effective Instruction

Michelle M. Buehl, George Mason University; Jane S. Vogler, Oklahoma State University

Teaching to Prepare Advocates

Mike Yough, Oklahoma State University; Lynley Anderman, The Ohio State University

Beyond Provincialism

Promoting Global Competencies in Teacher and Educator Preparation

Mahmoud Suleiman, California State University, Bakersfield; Tonya Huber, Texas A&M International University

PDS and Community Schools

The Nexus of Practice

JoAnne Ferrara, Manhattanville College; Janice L. Nath, University of Houston; Ronald Beebe, University of Houston -Downtown

Economic, Political and Legal Solutions to Critical Issues in Urban Education and Implications for Teacher Preparation

Stephanie Thomas, Lenoir-Rhyne University; Shanique J. Lee, The University of North Carolina at Charlotte; Chance W. Lewis, University of North Carolina at Charlotte

Problematizing the Profession of Teaching from an Existential Perspective

Aaron S. Zimmerman, Texas Tech University

Literacy in Teacher Preparation and Practice

Enabling Individuals to Negotiate Meaning

Patrick M. Jenlink, Stephen F. Austin State University

Preparing Quality Teachers

Advances in Clinical Practice

Drew Polly, UNC Charlotte; Eva Garin, Bowie State University

Advancing Supervision in Clinically Based Teacher Education

Advances, Opportunities, and Explorations

Rebecca West Burns, University of North Florida; Laura Baecher, Hunter College The City University of New York; Jennifer K. McCorvey, University of South Florida

The Impact of PDS Partnerships in Challenging Times

Pixita del Prado Hill, SUNY Buffalo State; Keli Garas-York, SUNY Buffalo State