Clinically Based Teacher Education in Action
Cases from Mathematics Teacher Educators
A volume in the series: Contemporary Issues in Clinically Based Teacher Education in Action. Editor(s): Eva Garin, Bowie State University. Rebecca West Burns, University of North Florida.
Call for Chapter ProposalsBOOK DESCRIPTION:
This book aims to provide teacher educators, scholars, administrators, and others with cases and examples of clinical practice in mathematics education. In response to reforms for teacher education and clinical practice (see AACTE, 2018), this book will provide readers with tangible ways that clinical practice is preparing both teacher candidates and teacher residents to enact the NCTM Effective Mathematics Teaching Practices (NCTM, 2014). This text is designed to identify case examples of mathematics educators in action who design, implement, and/or research clinical practice experiences for teacher candidates and resident teachers.
We anticipate that readers may use this book as a resource guide to understanding ways that clinical practice can support the development of mathematics teachers in teacher education & residency programs and that individuals may use this book to inform and guide their design and refinement of their own teacher education programs through the lens of clinical practice and/or school-university partnerships. The cases are intended to facilitate meaningful discussions and practical ways to inform clinical practice related to mathematics teaching.
The chapters in this book will be organized by the National Council of Teachers of Mathematics (NCTM) Effective Teaching Practices (NCTM, 2014). Proposals should be between 250-500 words and specify which Effective Teaching Practice (listed below) is the focus of the case.
• Establish mathematics goals to focus learning.
• Implement tasks that promote reasoning and problem solving.
• Use and connect mathematical representations.
• Facilitate meaningful mathematical discourse.
• Pose purposeful questions.
• Build procedural fluency from conceptual understanding.
• Support productive struggle in learning mathematics.
• Elicit and use evidence of student thinking.
The proposal must be accompanied by a “Case Proposal Submission Form” which includes the following information:
• Name, Affiliation, Address, Email Address, and Phone Number of Case Author(s).
• Title of the Case
• Case Proposal
• NCTM Teacher Educator Standard Addressed (see list of Teaching Practices above)
• Author’s Brief Bios (30 words or less for each author)
Please email proposals and submission forms to Drew Polly at firstname.lastname@example.org with the subject line “IAP Clinical Case Book” by March 1, 2022. The book editors will review the proposals and invite authors to submit a draft of the entire case by July 1, 2022.
CHAPTER SUBMISSION GUIDELINES:
Each completed case should be between 2,000 – 2,500 words (not including references). Following the case, you should include 2-3 discussion questions that readers could use to discuss your case, and you should describe a field-based, clinical activity that will push the reader toward action. The length of each case is intentionally short so that the book can provide the reader with multiple, easy-to-read, short examples of each of the NCTM Effective Teaching Practices. All submissions must be prepared using Microsoft Word or Google Documents for electronic submission and adhere to the guidelines set out in the Publication Manual of the American Psychological Association, 7th Edition. Text should be double spaced, 12-point Times New Roman font with any tables, figures, or visual images placed after the reference section.
TENTATIVE SCHEDULE FOR PUBLICATION:
Proposals for Cases Due to Book Editors: March 1, 2022
Invitations Sent to Accepted Authors: April 1, 2022
Case Manuscript drafts Due to Book Editors: July 1, 2022
Suggested Revisions and Edits Sent to Authors: December 1, 2022
Revisions Due to Book Editors: February 1, 2023
Send all inquiries to Drew Polly at email@example.com