Teaching to Prepare Advocates

Edited by:
Mike Yough, Oklahoma State University
Lynley Anderman, The Ohio State University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

Published 2022

This book is the fourth volume in the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching. The objective of most other volumes in this series is to help instructors apply and model fundamental principles of learning, assessment, motivation, and development in preparing their students for the diverse, multidimensional, uncertain, and socially-embedded classrooms in which these future educators will teach.

This volume is a strong compliment to others in the series as it prepares readers to be better positioned to advocate for principles of psychology in their programs and departments, and to prepare preservice teachers to do likewise in the K-12 classrooms they will soon guide. Even more, this volume will help instructors in shaping pre-service teachers to be stronger advocates for their own students. This volume is organized around two themes: (1) Advocating for principles and practices of educational psychology, and (2) advocating for students. These themes go hand-in-hand. While advocating for educational psychology principles and evidence- based practices in their schools, teachers also are called upon to advocate for and empower historically marginalized groups of students. Topics in Part I include development of intercultural competency, implementation of professional learning communities, culturalizing the curriculum, journalistic learning, incorporation of inquiry learning, and universal design. Topics in Part II include supporting student self-advocacy, creating an allyship with LGBTQ+ students, advocating for victims of bullying, and supporting students with mental health needs.

CONTENTS
Foreword, Susan Bobbitt Nolen. Introduction: Preparing Advocates, Mike Yough and Lynley H. Anderman. PART I: ADVOCATING FOR EDUCATIONAL PSYCHOLOGY. Preparing Future Teachers as Advocates of Inclusion: Intercultural Competency and Educational Psychology, Karen Moran Jackson and Faelan Carley. Teachers as Change Agents: Challenging Future Teachers to Advocate for Evidence-Based Principles of Learning, Development, and Motivation, Heather L. Tacovsky and Stephanie Rahill. Preparing Teacher Advocates for the 21st Century, Christine Calderon Vriesema, Imogen Rose Herrick, and Sharon L. Nichols. Culturalizing and Animating Educational Psychology Teaching: A Translational Theory-to-Practice Paradigm, Revathy Kumar, Susan Hany, and Vicki Dagostino-Kalniz. Cultivating Agency and Advocacy Through Journalistic Learning, Ed Madison, Rachel Guldin, and Ross Anderson. Advocating for Teacher Inquiry: The Keystone of Clinically Based Teacher Education, Sarah M. Kiefer and Rebecca West Burns. Advocating for Access: Teaching Universal Design for Learning in Teacher Education, Alicia M. Drelick and Justin E. Freedman. PART II: ADVOCATING FOR STUDENTS. Advocacy as a Sociocultural Practice: Power, Equity, and Identity, Gavin Tierney. Preparing Teachers to Advocate for LGBTQ+- Identifying Students: Learning from the Experiences of Two Gay and Lesbian Teachers from Pre-Service Teachers to Professional Teaching, William Toledo and Bridget Maher. Advocating for Victimized Students, Lisa H. Rosen and Laura Trujillo-Jenks. Students Take Center Stage: Developing Self-Advocacy Through Educational Psychology in Teacher Education, Anne J. Steketee, Michael J. Doria, and Sherilyn Kile. Biographies. Subject Index.