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Flamingo Las VegaasATE 2018 Annual Meeting

Online Call for Proposals
Flamingo Las Vegas
Las Vegas, Nevada
February 16-20, 2018
Deadline to submit proposals has been extended to July 1, 2017

Apply to be a Clinical Practice Fellow! Click here for information. Deadline to apply to be a Clinical Practice Fellow has been extended to July 1, 2017.

The online Call for Proposals for ATE's 2018 Annual Meeting is now available. To submit a proposal, please read all of the information below, prepare your material, and click here to go to the All Academic proposal submission website. You will have to create a new record the first time you submit a proposal. You can create a unique username and password; the All Academic database is not connected to ATE's member records so your ATE password won't work there.

Re-Imagining Educator Preparation In A Democracy: The Teacher Educator as Public Intellectual explores the need to reframe, reclaim, and restore the ideals of educator preparation in a democracy.

Communities and states established a public education as a public responsibility in the nineteenth century to educate future citizens and to sustain our democracy. The essential purpose of the public schools, the reason they receive public funding, is to teach young people the rights and responsibilities of citizens.  (Ravitch, 2013, p. 237)

Every child who is educated in the US must be prepared to participate actively in democracy. These responsibilities include developing critical thinking skills and political will, debating and deliberating issues, choosing leaders, and having a willingness to compromise for the common good and the ability to participate actively in one’s workplace, community and civic life.

Reimagining Educator Preparation in A Democracy: The Teacher Educator as Public Intellectual requires us to step back and reclaim our responsibilities as teacher educators in sustaining a democratic society.  How can we reframe the ideals of democracy within educator preparation while meeting the increasing requirements and challenges that we face with program accreditation, accountability, and candidate performance?

The conference theme serves as a call to teacher educators to act as public intellectuals through social re-imagining, inquiry, and participatory action in P-20 educational policy-making at the local, state, and national levels.  The following four strands related to the conference theme are presented to stimulate dialogue and scholarly discourse through research and scholarly inquiry.

Strand I:  Restoring the Democratic Ideal In Educator Preparation

In Democracy and Education, Dewey (1916) stated that “. . . the conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind” (p. 97).  What is the relationship of educator preparation to the function of education within a democracy?  Are we preparing our teachers to be able to equip future generations to design and participate fully in the society we want and need?  How can we restore the democratic ideals of education in a democratic society through social re-imagining?

Strand II: Reclaiming Educator Preparation, Policy and Practice for the Common Good

Acting as public intellectuals requires that we, as teacher educators, take up the mantle of social, political, and moral responsibility to reclaim educator preparation for the common good.  We must work to effect legislation and change in educational policies that will lead to changes in the current system.  We need to develop a counter narrative to the prevailing agenda in educator preparation and licensure.  We must share practices that lead to increased access and representation within the education profession.  We need to inquire as to how educator preparation can evolve in relation to a changing society.

How has teacher quality been constrained by external measures of accreditation and accountability?  Have we exchanged our accountability to the profession to fulfill the requirements of high stakes testing?  How have tighter program regulations to meet accreditation requirements impacted access and representation in the profession?

What practices support the socialization of new teachers who are able to question undemocratic practices that silence or marginalize some students while privileging others?   How do we prepare teachers to meet the social and academic needs of diverse student populations, including students whose interests have been historically under-represented in the workplace, the global economy, and society at-large (e.g. students who are undocumented, immigrant, refugee, homeless, in foster care, etc.)?  What emergent, responsive pedagogies in our educator preparation programs foster teacher voice, resistance, and resilience?

Strand III: Creating Spaces for Community-based Participatory Research Communities

Acting as public intellectuals, what is our social, civic, and moral responsibility to engage in inquiry and public discourse that interrogates the current political system, and questions political agendas, which inhibit inclusive, responsive, and democratic communities of practice?  What is our role as teacher educators in sustaining democracy through intentional and sustained collaboration in diverse schools and communities?  How do we question undemocratic practices and policies in educator preparation?  How can we promote a learning ecology that is both academically rigorous and democratic?  How do we create intersecting and open spaces of collaboration for community-based inquiry among communities of practice?

Strand IV: Preparing Educators as Agents of Democracy In A Global Society

Dewey understood the politics of education for democracy and the inherent role of teachers in preparing their students as agents of democracy to sustain the next generation of democracy.  As teacher educators, how do we define the political role of educator preparation in sustaining democratic educational systems?  What pedagogies engage our candidates in performative practice in the politics of education?   How are we utilizing high impact practices, including study abroad experiences, service learning, and civic engagement, for developing teachers and educational leaders who can serve as agents of democracy within a global society?  How do we equip new teachers to prepare their students to participate in global decision-making that ensures economic and social justice, educational equity, and ecological sustainability in a global society?

The 2018 Annual Meeting Planning Committee encourages formats that use multiple presenters, undergraduate and graduate students, classroom teachers, teacher educators at all levels, other school personnel, and policy makers.  The 2018 Annual Meeting Conference is an all multiple-paper type conference.  There will be no single session papers.

Proposals are due July 1, 2017

Thematic Sessions

Thematic sessions are 60-80 minute sessions addressing the conference theme or other ATE interests and are scheduled for February 18 - February 20.  These sessions may include the application of research, position papers, descriptions of existing programs or practices, or innovation in teacher education. Thematic proposals of the following types are encouraged.

A. Multiple Paper Format:  This type of thematic session provides an opportunity for authors to present a synopsis of their work. The planning committee will group two-three papers of a related topic or theme for 60-80 minutes.  Each paper will be given approximately 20-25 minutes, followed by a 10-15-minute question-and-answer session.

B. Roundtable Format:  Roundtables are informal sessions during which a presenter is seated at a table to discuss works-in-progress that may not be ready for formal presentation.  Tables are numbered to allow conference attendees to easily identify an individual presenter’s session.  Each roundtable discussion lasts 60 minutes.

C. Research Reports:  Two–three research papers will be grouped by related topics or themes in 60-80 minute sessions scheduled on February 18 or February 19.  A Discussant will provide a response at the conclusion of the presentations.  If a proposal is accepted, a written paper or research report MUST be submitted to the Discussant by February 1, 2018.

D. Symposium. A symposium provides an opportunity to examine specific research issues, problems, or topics from a variety of perspectives. Symposia may use a panel discussion format targeted at a clearly delineated research issue or idea.  Symposium submissions will have 3-4 papers for the 80-minute session.  The session organizer will provide the name and information of a Symposium Discussant.

E. Emerging Scholars Series:  Graduate students and those who have graduated within the last two years are encouraged to apply to participate in the Association of Teacher Educators’ Emerging Scholars Series. This is a prestigious, highly competitive strand that highlights the work of scholars who are new to academia.  Emerging Scholar sessions are held February 18 and 19.

The purpose of this series is to foster a community of emerging scholars within ATE and to create a support network for recent graduates and soon-to-be graduates.  While we strongly encourage research presentations, we will also consider other types of presentations such as conceptual analyses and program descriptions. Participants’ presentations will be grouped by topic and assigned an ATE Facilitator to coordinate and mentor authors during the session.  Participants will also attend a reception that will allow them to engage with more experienced scholars in conversation around issues such as navigating the job market, thriving in the first two years, preparing articles for publication, or balancing teaching, research, and service.

Before you begin entering your proposal in the All Academic conference site, you should have all of the necessary information prepared and have enough time set aside to complete the submission process.  If you pause your work in the middle of a submission and you haven't saved your work, your session will time out after 60 minutes, and you will lose your work.  Being prepared before you start is important.

Proposal Format:

The information for your cover page will be entered into the All Academic site when you begin the process.  You do not need to upload a separate cover page.  This information will include Title, Type of Session, 30-word Description, Subject Descriptors, Teacher Educator Standards, and List of Presenters with e-mail addresses, institution, etc.

After entering that information into the All Academic proposal submission site, you will need to upload your proposal.  Not uploading a proposal will mean that your submission cannot be reviewed.  Because proposals are subject to blind review, do not include your name or the name of any other participant in this document.  This could cause your proposal to not be reviewed.

All Proposals for Multiple Paper Format, Symposium Format and Roundtable Format must include the following:

  1. Title
  2. Type of Session.  Identify as one of the following: Multiple Paper or Roundtable Format.
  3. Objective(s) of Presentation
  4. ATE Teacher Educator Standards: Select the appropriate ATE Teacher Educator Standard(s) that aligns with your submission: 1) Teaching; 2) Cultural Competence; 3) Scholarship; 4) Professional Development; 5) Program Development; 6) Collaboration; 7) Public Advocacy; 8) Teacher Education Profession; 9) Vision.  See the ATE Website for more complete descriptions. (Standards can be downloaded from  http://www.ate1.org/pubs/Standards.cfm)
  5. Relationship to Conference Theme and Strands
  6. Abstract of Presentation (300-500 words)
  7. Description of Audience Participation

Research Reports and Emerging Scholars Series must contain the following:

  1. Title
  2. Type of Session: Identify as  Research Report or Emerging Scholars’ Series.
  3. ATE Teacher Educator Standards:  Select the appropriate ATE Teacher Educator Standard(s) that align(s) with your submission: 1) Teaching; 2) Cultural Competence; 3) Scholarship; 4) Professional Development; 5) Program Development; 6) Collaboration; 7) Public Advocacy; 8) Teacher Education Profession; 9) Vision. See ATE Website for more complete descriptions. (Standards can be downloaded from  http://www.ate1.org/pubs/Standards.cfm)
  4. Introduction and Theoretical Framework
  5. Research Objectives
  6. Methods or Techniques of Data Collection
  7. Results/Conclusions/Implications for Teaching and Teacher Education 

The committee may choose not to review proposals that do not follow this format. Proposals will be reviewed on the basis of how well each component of the abstract is addressed in the submission.

Due Dates and Submission:
Proposals must be submitted by July 1, 2017Click here to access the All Academic proposal submission website in order to submit your proposal(s).

General Information
A. Graduate students, classroom teachers, and new ATE members are especially encouraged to submit proposals.
B. All presenters are required to pre-register for the conference.  Presenters should have 15 copies of handouts or materials for the attendees.
C. ATE does not provide audiovisual equipment.  However, ATE will provide the name of an agency that can be contacted for individual presentation arrangements.
D. Information used in the program is copied from the proposal cover page.  ATE reserves editorial rights.

E. All communication is with the session organizer who is responsible for communicating with other presenters of that session.

Welcome to Las Vegas2018 ATE Annual Meeting Planning Committee

Karen Embry Jenlink, President

Frances van Tassell, Planning Committee Chair

 

 

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