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Request for Research Reports for ATE Yearbook XVII
REQUEST FOR RESEARCH REPORTS
TEACHER EDUCATION YEARBOOK XVII:
Teacher Learning in Small Group Settings
- Sponsored by the Association of Teacher Educators
- Peer Reviewed
- Published by ScarecrowEducation (An imprint of the Rowman & Littlefield Publishing Group)
- Edited by Cheryl J. Craig, University of Houston and Louise F. Deretchin, Houston A+ Challenge
The Association of Teacher Educators (ATE) announces requests for research reports for Teacher Education Yearbook XVII: Teacher Learning in Small Group Settings. The Yearbook, a peer-reviewed journal, is scheduled for distribution February 2009. The conceptual framework of the Yearbook is based on a triadic definition of scholarship: the production of knowledge, the interpretation and synthesis of knowledge, and the application of knowledge. Each year, research reports based on a significant topic to ATE members are solicited for publication in the Yearbook. All research reports are blind reviewed and selected papers are published as chapters. A responder, a recognized scholar in the field, may react to the papers chosen for publication. The responder synthesizes, interprets, and applies results drawn from the selected research papers. Both authors and responders are invited to present their scholarly work at the 2009 ATE conference at a Teacher Education Yearbook research report session.
Topic of Yearbook XVII
It is the intent of Yearbook XVII to provide educators, policy makers and community members with research-based knowledge concerning how teacher learning takes place in small group settings ranging from teacher preparation and practicing teacher cohorts to teacher research and faculty development meetings. Such groups could be self-initiated by preservice, inservice and higher education faculty members or created and supported by others inside and outside schools and/or universities. The idea of teachers and prospective teachers learning through conversation in small group situations has existed in the field of education for more than half a century. Yet, the expert imparting knowledge to large groups of preservice and inservice teachers continues to be the prevailing approach. The apparent disconnect between many promising possible group configurations and the practice that dominates the field and higher education settings raises questions relating to the Teacher Learning in Small Groups topic. Hence, the XVII issue of the Yearbook will address such matters as 1) How does prospect teachers’ and practicing teachers’ knowledge develop in small group settings? 2) Where does expertise lie in small teacher groups? 3) How do teacher groups learn from experts external to the group members? 4) How are we able to distinguish groups that are merely functional or procedural from those where educators legitimately advance their knowledge? 5) How does the popular ‘learning community’ concept resonate with the idea of preservice and practicing teachers and faculty members working together in small groups? 6) What are some positive and less-than-positive examples of adults pursuing their learning in groups? 7) What is the influence of educators learning in group situations on school and/or university contexts? 8) In what ways does teacher learning in small groups relate to classroom teaching and ultimately student growth? 9) What kinds of policies, perspectives, and procedures would need to be in place for various forms of teacher learning in groups to become more accepted preservice, inservice and higher education practices?
To address these questions and many others, the research papers submitted may be definitional, theoretical, conceptual, reflective, and/or field-based (situated in the schools/ teacher education programs/other teacher learning settings). Central to the manuscripts will be the implications of the assembled research on teacher and/or faculty development, the influences that such practices could have on institutional milieus, and how the varied approaches to teacher learning in small groups may contribute to productive change in the educational enterprise.
Research Paper Format
Submissions must be completed papers (not previously published) and must not exceed 20 pages (including references and appendices, double spaced, Times Roman, 12 pt). Editors request that pages be numbered. Tables and figures should be placed at the end of the text. Authors should follow APA fifth edition guidelines.
Include the following in your submission:
1. Cover page: title of paper, author(s), institution(s), mailing address, e-mail, and fax of first author.
2. Author(s) biographical sketch (50 words). Include your name, title, department, institution, and a brief description of your current research interests and publications.
3. One copy of abstract (150 words) and paper.
4. One self-addressed stamped envelope.
5. An electronic version of the requested information (on CD or via email, MS Word preferred) in three separate files: (a) cover page, (b) biographical sketch, (c) abstract and paper.
Submit materials to:
Cheryl J. Craig, Co-Editor
Teacher Education Yearbook XVII
304E Farish Hall
University of Houston
Houston, TX 77204-5027
Telephone: (713) 743-3312
Email Address: ccraig@uh.edu
PAPERS MUST BE RECEIVED BY NOVEMBER 30, 2007.
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