Pub Date : 2021-07-03DOI: 10.1080/1547688X.2021.1909788
Larry Walker
ABSTRACT Black male students throughout the United States encounter a variety of school, community, and familial stressors. This includes exposure to Adverse Childhood Experiences (ACEs) which impacts their socio-emotional growth and academic outcomes. For this reason, the article explores extant literature and offers actionable steps to prepare preservice teachers to meet the needs of Black male students. Specially, the author 1) explores the challenges Black male students encounter which impacts their mental health outcomes; 2) investigates how race impacts teachers’ perceptions and attitudes and 3) identifies actionable steps teacher training programs should implement.
{"title":"Why Don’t You See Me?: Meeting the Mental Health Needs of Black Male Students","authors":"Larry Walker","doi":"10.1080/1547688X.2021.1909788","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1909788","url":null,"abstract":"ABSTRACT Black male students throughout the United States encounter a variety of school, community, and familial stressors. This includes exposure to Adverse Childhood Experiences (ACEs) which impacts their socio-emotional growth and academic outcomes. For this reason, the article explores extant literature and offers actionable steps to prepare preservice teachers to meet the needs of Black male students. Specially, the author 1) explores the challenges Black male students encounter which impacts their mental health outcomes; 2) investigates how race impacts teachers’ perceptions and attitudes and 3) identifies actionable steps teacher training programs should implement.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115533859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/1547688X.2021.1939918
Amy N. Farley, Leah M Chamberlain
ABSTRACT Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or – more distally – to the mental and physical health of educators. In this commentary article, we accentuate the deep connections between education policy, working conditions, teacher stress and satisfaction, and school climate and student experiences. We present promising results from a recent study published in the field of occupational health demonstrating that state-level education policies and reforms are associated with inadequate sleep among teachers. Ultimately, we advocate for three things: (a) expanded research on the interdependencies that exist between policies, working conditions, and teacher health; (b) policies that better engage educators in their design and implementation; and (c) new narratives around teaching – ones that highlight the joys of being in the classroom rather than the challenges.
{"title":"The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being","authors":"Amy N. Farley, Leah M Chamberlain","doi":"10.1080/1547688X.2021.1939918","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1939918","url":null,"abstract":"ABSTRACT Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or – more distally – to the mental and physical health of educators. In this commentary article, we accentuate the deep connections between education policy, working conditions, teacher stress and satisfaction, and school climate and student experiences. We present promising results from a recent study published in the field of occupational health demonstrating that state-level education policies and reforms are associated with inadequate sleep among teachers. Ultimately, we advocate for three things: (a) expanded research on the interdependencies that exist between policies, working conditions, and teacher health; (b) policies that better engage educators in their design and implementation; and (c) new narratives around teaching – ones that highlight the joys of being in the classroom rather than the challenges.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134311436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/1547688X.2021.1953904
Megan Blumenreich
Our call for proposals for this issue on “Mental Health in the Classroom” came before COVID, when mental health was a looming concern that the global pandemic only exacerbated. At that time, I had been learning a lot about mental health through my volunteer work with an organization in my New Jersey suburban community, “Montclair Bounce: A Creative Project to Build Community and Resilience” (https://www.montclairbounce.org/). The organization is affiliated with a thriving local food pantry and describes a vision of “a community of neighbors utilizing accessible resources and enriching practices to bolster their emotional health, benefiting themselves, their families, their neighborhoods, the township and beyond.” My participation in Bounce included many new experiences for me such as helping to make an interactive map where community members shared locations in the town that made them feel good, participating in a workshop on play (for adults), and attending talk on understanding anxiety among adolescents. I was surprised by how much I had to learn about mental health and the related stigma around mental health struggles, and I was left reflecting on how important this topic is for new educators. This was not an altogether new understanding. I had learned in the beginning of my career that mental health is closely related to education, in all communities, but particularly in the areas of the country that are most economically marginalized. In the mid-1990s, I ran a tutoring program for children affected by HIV and AIDS in a multidisciplinary clinic in New York City. Every week the clinic held a case presentation about one of the clinic’s clients, we would examine the client’s family genealogy, and different clinicians and educators who worked the person or a family member would report on their progress. Case workers, psychologists, psychiatrists and educators all worked together, and through this experience I was able to see how integrated mental health, health, housing, poverty and other aspects of the families’ lives influenced the children’s school experiences. This critical learning experience has informed many of the ways I have come to understand topics in teacher education such as classroom management and working with families. For this reason, the call for manuscripts for this special issue invited educators – using our usual broad definition of “educator” that includes classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings – to join in on the conversation regarding what it means to be aware of and support mental health in the classroom. THE NEW EDUCATOR 2021, VOL. 17, NO. 3, 219–222 https://doi.org/10.1080/1547688X.2021.1953904
{"title":"Mental Health Special Issue Introduction","authors":"Megan Blumenreich","doi":"10.1080/1547688X.2021.1953904","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1953904","url":null,"abstract":"Our call for proposals for this issue on “Mental Health in the Classroom” came before COVID, when mental health was a looming concern that the global pandemic only exacerbated. At that time, I had been learning a lot about mental health through my volunteer work with an organization in my New Jersey suburban community, “Montclair Bounce: A Creative Project to Build Community and Resilience” (https://www.montclairbounce.org/). The organization is affiliated with a thriving local food pantry and describes a vision of “a community of neighbors utilizing accessible resources and enriching practices to bolster their emotional health, benefiting themselves, their families, their neighborhoods, the township and beyond.” My participation in Bounce included many new experiences for me such as helping to make an interactive map where community members shared locations in the town that made them feel good, participating in a workshop on play (for adults), and attending talk on understanding anxiety among adolescents. I was surprised by how much I had to learn about mental health and the related stigma around mental health struggles, and I was left reflecting on how important this topic is for new educators. This was not an altogether new understanding. I had learned in the beginning of my career that mental health is closely related to education, in all communities, but particularly in the areas of the country that are most economically marginalized. In the mid-1990s, I ran a tutoring program for children affected by HIV and AIDS in a multidisciplinary clinic in New York City. Every week the clinic held a case presentation about one of the clinic’s clients, we would examine the client’s family genealogy, and different clinicians and educators who worked the person or a family member would report on their progress. Case workers, psychologists, psychiatrists and educators all worked together, and through this experience I was able to see how integrated mental health, health, housing, poverty and other aspects of the families’ lives influenced the children’s school experiences. This critical learning experience has informed many of the ways I have come to understand topics in teacher education such as classroom management and working with families. For this reason, the call for manuscripts for this special issue invited educators – using our usual broad definition of “educator” that includes classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings – to join in on the conversation regarding what it means to be aware of and support mental health in the classroom. THE NEW EDUCATOR 2021, VOL. 17, NO. 3, 219–222 https://doi.org/10.1080/1547688X.2021.1953904","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114558341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.1080/1547688X.2021.1903637
Dilani M. Perera, M. Wheeler
ABSTRACT One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to adult, and cumulatively to poor prognosis of life outcome. Early identification, intervention, and treatment is vital to addressing the mental health issues of children. In this commentary, we as counselor educators propose mental health informed educators as a solution to facilitate academic success in students with mental health issues and an eventual positive transition to adulthood.
{"title":"Mental Health Informed Educators: Facilitating Student Academic Success","authors":"Dilani M. Perera, M. Wheeler","doi":"10.1080/1547688X.2021.1903637","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1903637","url":null,"abstract":"ABSTRACT One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to adult, and cumulatively to poor prognosis of life outcome. Early identification, intervention, and treatment is vital to addressing the mental health issues of children. In this commentary, we as counselor educators propose mental health informed educators as a solution to facilitate academic success in students with mental health issues and an eventual positive transition to adulthood.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125975390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/1547688X.2021.1904070
Lindsey A. Chapman, C. Morris, Wendy Cavendish
ABSTRACT The shortage of special education teachers is a growing threat to the quality of education received by students with disabilities in the United States. The shortage is exacerbated by high rates of teacher turnover especially among beginning special educators (BSEs) assigned to teach in self-contained classrooms. To promote retention, greater focus is being given to the formal and informal induction experiences of BSEs. This study explored the informal mentoring relationship between one BSE and her mid-career colleague. The study’s findings illustrate how these teachers initiated an informal collaboration that provided the reciprocal professional and personal support needed that was not provided by traditional professional development opportunities.
{"title":"“She’s My Partner in Crime”: Informal Collaboration and Beginning Special Educator Induction","authors":"Lindsey A. Chapman, C. Morris, Wendy Cavendish","doi":"10.1080/1547688X.2021.1904070","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1904070","url":null,"abstract":"ABSTRACT The shortage of special education teachers is a growing threat to the quality of education received by students with disabilities in the United States. The shortage is exacerbated by high rates of teacher turnover especially among beginning special educators (BSEs) assigned to teach in self-contained classrooms. To promote retention, greater focus is being given to the formal and informal induction experiences of BSEs. This study explored the informal mentoring relationship between one BSE and her mid-career colleague. The study’s findings illustrate how these teachers initiated an informal collaboration that provided the reciprocal professional and personal support needed that was not provided by traditional professional development opportunities.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130911736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1080/1547688X.2021.1873475
Spencer Salas, C. Lewis, Bobbi Siefert
ABSTRACT An abundant and longstanding body of scholarship has underscored the White femininity of the U.S. K-12 teaching workforce and the need to diversify its ranks. Black males, in particular, potentially struggle with the notion of becoming teachers given their often highly negative lived experiences with schools and schooling including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment. For those Black males who do enter teaching, they are often recruited as role models or “Otherfathers” to Black boys – expected to police first and teach second. However, relatively little has been said about Black males’ choices to work with transnational children of immigration – especially in the context of the New Latino South. Theorizing an in-depth qualitative interview series through a Vygotskian framework of lived experiences/vivencias, in this article we narrate how Roman Fitzgerald (a pseudonym) came to be an ESOL Department Chair in the same mega-urban school district he had attended. Our findings point to socially constructed limitations that Black males face as they navigate graduate level teacher licensure programs and the profession – and their consequences for Black male teacher recruitment and retention in urban school contexts.
{"title":"“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust","authors":"Spencer Salas, C. Lewis, Bobbi Siefert","doi":"10.1080/1547688X.2021.1873475","DOIUrl":"https://doi.org/10.1080/1547688X.2021.1873475","url":null,"abstract":"ABSTRACT An abundant and longstanding body of scholarship has underscored the White femininity of the U.S. K-12 teaching workforce and the need to diversify its ranks. Black males, in particular, potentially struggle with the notion of becoming teachers given their often highly negative lived experiences with schools and schooling including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment. For those Black males who do enter teaching, they are often recruited as role models or “Otherfathers” to Black boys – expected to police first and teach second. However, relatively little has been said about Black males’ choices to work with transnational children of immigration – especially in the context of the New Latino South. Theorizing an in-depth qualitative interview series through a Vygotskian framework of lived experiences/vivencias, in this article we narrate how Roman Fitzgerald (a pseudonym) came to be an ESOL Department Chair in the same mega-urban school district he had attended. Our findings point to socially constructed limitations that Black males face as they navigate graduate level teacher licensure programs and the profession – and their consequences for Black male teacher recruitment and retention in urban school contexts.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125110287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04DOI: 10.1080/1547688X.2020.1849884
Edmund Adjapong, I. Levy
ABSTRACT Addressing students’ mental health needs has become a growing concern amongst educators and school leaders, as 25% of adolescents are known to be diagnosed with a mental health disorder. Moreover, students in urban contexts are more likely to experience mental health challenges as they face environmental stressors in their communities that stem from a long history of structural racism, institutional racism, and discriminatory practices. Research demonstrates that promoting positive mental health with adolescents can lessen the impact of mental health concerns. In an attempt to support educators interested in supporting their students’ positive mental health, this article identifies five culturally responsive strategies anchored in hip-hop culture that can be implemented in the classrooms. The authors draw from frameworks anchored in hip-hop to develop practical strategies that classroom teachers can use to support students in processing and coping with mental health stressors.
{"title":"Hip-Hop Can Heal: Addressing Mental Health through Hip-Hop in the Urban Classroom","authors":"Edmund Adjapong, I. Levy","doi":"10.1080/1547688X.2020.1849884","DOIUrl":"https://doi.org/10.1080/1547688X.2020.1849884","url":null,"abstract":"ABSTRACT Addressing students’ mental health needs has become a growing concern amongst educators and school leaders, as 25% of adolescents are known to be diagnosed with a mental health disorder. Moreover, students in urban contexts are more likely to experience mental health challenges as they face environmental stressors in their communities that stem from a long history of structural racism, institutional racism, and discriminatory practices. Research demonstrates that promoting positive mental health with adolescents can lessen the impact of mental health concerns. In an attempt to support educators interested in supporting their students’ positive mental health, this article identifies five culturally responsive strategies anchored in hip-hop culture that can be implemented in the classrooms. The authors draw from frameworks anchored in hip-hop to develop practical strategies that classroom teachers can use to support students in processing and coping with mental health stressors.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125789611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1080/1547688x.2020.1822485
Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Reid Smith
ABSTRACT This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached.
{"title":"A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education","authors":"Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Reid Smith","doi":"10.1080/1547688x.2020.1822485","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1822485","url":null,"abstract":"ABSTRACT This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"60 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129531547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.1080/1547688x.2020.1821142
Marisa Olivo, Reid Smith
ABSTRACT This article examines how the MAT program in Earth Science at the American Museum of Natural History was conceptualized and enacted within its institutional context. We argue that the program was completely consistent with the museum’s public and democratic institutional logic, as reflected in funding, staffing, location, and regulation. Further, we suggest that learning to teach was conceptualized as a process combining informal science learning with professional learning at the nexus of multiple communities of practice. Together, these arguments show that science teacher preparation at the AMNH was a natural outgrowth of the museum’s commitment to educating the public in a democratic society.
{"title":"Science and Service: Teacher Preparation at the American Museum of Natural History","authors":"Marisa Olivo, Reid Smith","doi":"10.1080/1547688x.2020.1821142","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1821142","url":null,"abstract":"ABSTRACT This article examines how the MAT program in Earth Science at the American Museum of Natural History was conceptualized and enacted within its institutional context. We argue that the program was completely consistent with the museum’s public and democratic institutional logic, as reflected in funding, staffing, location, and regulation. Further, we suggest that learning to teach was conceptualized as a process combining informal science learning with professional learning at the nexus of multiple communities of practice. Together, these arguments show that science teacher preparation at the AMNH was a natural outgrowth of the museum’s commitment to educating the public in a democratic society.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124146193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-13DOI: 10.1080/1547688x.2020.1826072
M. Carney
ABSTRACT In recent decades, several novel approaches to teacher preparation have emerged to challenge the dominance of university-based programs. Included in those approaches are two well-publicized, but little-researched phenomena: new graduate schools of education (nGSEs) and fully online teacher preparation. Drawing on data generated from a comprehensive qualitative case study of one institution, this article offers a theorized profile of teacher preparation at the intersection of these two phenomena. Based on a systematic analysis, it details the conceptualization and enactment of teacher preparation at TEACH-NOW Graduate School of Education, a fully online nGSE.
{"title":"Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education","authors":"M. Carney","doi":"10.1080/1547688x.2020.1826072","DOIUrl":"https://doi.org/10.1080/1547688x.2020.1826072","url":null,"abstract":"ABSTRACT In recent decades, several novel approaches to teacher preparation have emerged to challenge the dominance of university-based programs. Included in those approaches are two well-publicized, but little-researched phenomena: new graduate schools of education (nGSEs) and fully online teacher preparation. Drawing on data generated from a comprehensive qualitative case study of one institution, this article offers a theorized profile of teacher preparation at the intersection of these two phenomena. Based on a systematic analysis, it details the conceptualization and enactment of teacher preparation at TEACH-NOW Graduate School of Education, a fully online nGSE.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132327157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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