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ATE Yearbook XX REQUEST FOR RESEARCH REPORTS
TEACHER EDUCATION YEARBOOK XX:
Valuing Diversity that is Natural, Authentic, and Holistic:
Cultural Competence in P-12 Classrooms, Schools, and Higher Education
- Published by the Association of Teacher Educators
- Peer Reviewed
- Edited by Nancy P. Gallavan, University of Central Arkansas, and Cheryl J. Craig, University of Houston
The Association of Teacher Educators (ATE) announces requests for research reports for Teacher Education Yearbook XX: Valuing Diversity that is Natural, Authentic, and Holistic: Cultural Competence in P-12 Classrooms and Higher Education. This Yearbook, a peer-reviewed journal, is scheduled for distribution in February 2012. 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 of interest 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 may be invited to 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 2012 ATE conference at a Teacher Education Yearbook research report session.
Topic of Yearbook XX
It is the intent of Yearbook XX to provide educators, policy makers, and community members with research-based knowledge concerning how classroom teachers, school administrators, and teacher educators value diversity in ways that are natural, authentic, and holistic to ensure cultural competence. Research findings and implications related to valuing diversity should be illustrative of cultural competence in P-K classrooms, schools, and higher education. The importance of valuing diversity has existed in the field of education for centuries as democratic principles and social justice. Yet the field became more formalized as multicultural education beginning in the 1980s and as cultural competence during the early 2000s. As the racial, ethnic, linguistic, and religious demographics continue to change across the U.S., all P-12 and higher education classrooms and schools have encountered opportunities to grow and develop to offer success for everyone.
Hence, the XX issue of the Yearbook will address such matters as 1) What programs and strategies are used or should be used to introduce the concepts, vocabulary, practices, and contexts for valuing diversity and ensuring cultural competence in P-12classrooms and schools? 2) What practices and materials are used or should be used in P-12 classrooms and schools to advance the conversation among students, educators, and/or community members? 3) What approaches and strategies for delving into diversity and ensuring cultural competence are practiced or should be practiced at institutions and in classrooms in higher education? 4) What is the relationship between teachers’ and teacher educators’ professional development and the teaching and learning opportunities they afford students, classroom teachers, teacher candidates, and teacher educators? 5) What policies, perspectives, and procedures are in place or need to be in place to support the development of cultural diversity and cultural competence in classrooms, schools, and higher education?
To address these questions and many other inquiries, 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; the potential influence the research findings could have on practice, theory, and in the policy arena; and how particular perspectives, strategies, and approaches could lead to fruitful educational and societal change.
Research Paper Format
Submissions must be completed papers (not previously published) and must not exceed 25 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 sixth edition guidelines throughout the manuscript.
Include the following in your submission:
- 1. Cover page: title of paper, author(s), institution(s), mailing address, e-mail address, telephone number, and fax number 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. 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:
Nancy P. Gallavan, Co-Editor
Teacher Education Yearbook XX
201 Donaghey Avenue, MASH 114
University of Central Arkansas
Conway, AR 72035
Telephone: 501.450.5497
Click here to send email.
PAPERS MUST BE RECEIVED BY DECEMBER 1, 2010.
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The Association of Teacher Educators
Mail:
P.O. Box 793
Manassas, VA 20113
Office:
8505 Euclid Ave., Suite 3
Manassas Park, VA 20111
703.331.0911
703.331.3666 (f)
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