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Crossing the Border from Preservice to Inservice Science Teacher

Research-based Induction as Professional Development

Edited by:
Dennis W. Sunal, University of Alabama
Cynthia S Sunal, University of Alabama
Justina Ogodo, Baylor University

A volume in the series: Research in Science Education. Editor(s): Dennis W. Sunal, University of Alabama. Cynthia S Sunal, University of Alabama. Emmett L. Wright, Kansas State University.

Call for Chapter Proposals

We are seeking proposals for chapter manuscripts for Volume 9 in the Research in Science Education (RISE) series. RISE provides a comprehensive view of current and emerging knowledge in specific fields of science education.

This peer reviewed volume will focus on issues of teacher induction in our changing education landscape in middle/secondary schools. We invite chapters reporting research challenging basic assumptions, ways of thinking, and practices commonly accepted in science education.

BOOK DESCRIPTION
This RISE volume investigates the critical problem of inducting, supporting, and sustaining science teachers. How can we develop and sustain a sufficient quantity of high-quality science teachers for the next decade and beyond? With the Covid19 pandemic and its long-term effects continuing, research in science teacher education needs to focus on the entry of science teachers into the new reality in 21st century classrooms, virtual or real. The focus is broad enough to consider development of new science teacher leadership skills as part of this border crossing.

Topics of interest include (but are not limited to):
• Mentoring, coaching, and induction as science teacher professional development with virtual and face-to-face formats
• Approaches to new teacher induction leading to effective and impactful science teacher leadership
• Research on critical methods, measures and indicators, and data collection guidelines scholars should consider using in investigations of new science teachers
• Outcomes such as pedagogical knowledge, practice, beliefs about teaching, science teacher leadership, socio-emotional learning, equity, and diversity
• Influences of beginning induction on student learning engagement and socio-emotional outcomes
• Characteristics of mentoring, coaching, and induction program trainers
• Impact of professional learning communities as a means for induction

PROPOSAL
To be eligible for the selection process, proposal abstracts must:
1) address the volume theme described above,
2) include a brief review of research addressing the main theme of the chapter,
3) define the chapter’s contribution relative to existing research,
4) support the contribution with a brief description of the author’s own related original research study,
5) address issues of significance to teachers, students, policy makers, and/or other stakeholders.

SUBMISSION INFORMATION
Interested authors should email a proposal of not more than 4 pages for chapter acceptance to Dennis Sunal dwsunal@ua.edu by May 1, 2022. The abstract must address elements listed above. Include a listing of all authors and their affiliations. Do not prepare or send a full chapter manuscript draft. After the proposal review process, authors will be invited in July 2022 to contribute full manuscript drafts, with a planned submission deadline of December 1, 2022.

Full manuscripts will be subject to a blinded peer review process to evaluate them for inclusion in RISE Volume 9.

INQUIRIES: dwsunal@ua.edu

Schedule for Proposal
Abstract Submission Deadline: May 1, 2022

Notice of Invite to Submit: July 15, 2022

Manuscript Submission Deadline: December 1, 2022

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