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ATE Affective Education Commission Resolution and Monograph Call for Papers
Resolution
After two years of meetings and sessions, the ATE Affective Education Commission proposes the following as a resolution for the association.
Affective education seeks to enhance students’ growth in attitudes, interests, character, values, and other areas within the social-emotional domain. It is evident in programs such as moral education, character education, conflict resolution, social skills development, self-awareness, and other related areas.
Whereas,
1. we believe that teacher education programs should impart the knowledge, skills, and dispositions that all educators need for affective education, in support of state and national standards.
2. we believe that development of the knowledge, skills, and dispositions is a process that requires support at all levels within the cultural milieu.
3. we believe that modeling the knowledge, skills, and dispositions of affective education must be provided by teacher educators who demonstrate a high commitment to the education of the whole person, in the cognitive, affective, and psychomotor domains.
4. we believe that affective education is manifested through formal and informal actions and interactions evident in all content, processes, and contexts essential for teaching the whole child.
5. we believe that through attentive practice and reflection, educators should employ prosocial affective characteristics and curriculum, including but not limited to: respect, responsibility, flexibility, resiliency, collaboration, commitment, self-awareness, and self-efficacy.
6. we believe that quantitative and qualitative assessment of affective knowledge, dispositions, and skills must occur in real world settings.
Be it resolved that we recommend that ATE support teachers’ and teacher educators’ efforts in affective education in the following ways.
- Continue to offer workshops and other sessions at conferences related to affective education topics
- Increase publications on affective related topics
- Pursue opportunities for joint ventures between ATE and other teacher and teacher education professional organizations that support affective education
Affective Education Commission
Members: Diana Bernshausen, Marilyn Johnson, Nancy P. Gallavan, Linda M. Holdman, Jane McCarthy, Gwendolyn Middlebrooks, Terrell Peace, Caroline Pryor, Stephen Sherblom, John White Chair: Patrice LeBlanc
Commission appointed by: Frances van Tassell
2/06
Call for Papers for ATE Monograph
Affective Teacher Education:
Exploring Connections among Knowledge, Skills, and Dispositions
The Association of Teacher Educators has adopted a resolution on affective education, as described above. To assist the association in guiding and supporting classroom teachers’ and teacher educators’ efforts in affective education, the Affective Education Commission is seeking papers for a potential monograph. The purpose of the monograph is to support inquiry and practice into affective education as it relates to three topics:
(1) quality teacher preparation programs,
(2) balanced preparation of teachers, and
(3) quality educational experiences for PK-12.
These topics connect to the ATE Position Framework, posted here, and serve as the major divisions for the monograph.
Submitted papers may include literature reviews, descriptions of current practice, and research in affective education related to the three divisions. Scholarly discussions of varying viewpoints and conflicting opinions on affective education are encouraged. Submissions should address one or more of the three monograph divisions. Some examples of potential ideas for papers in each division are listed.
Division 1: Quality Teacher Preparation Programs – How do NCATE dispositions and values influence affective education implementation in quality teacher education programs? What does affective education look like in practice in quality teacher education programs?
Division 2: Balanced Preparation of Teachers – How do belief statements and/or mission statements in teacher education programs articulate balanced teacher preparation? How do preservice/inservice teachers develop an understanding of the importance of affective education? What are some best practices that help preservice/inservice teachers learn how to enhance their students’ affective development?
Division 3: Quality Educational Experiences for PK-12 – How do states’ standards promote affective education? What are some best practices and/or evidence-based practices for affective education in schools for the PK-12 community (e.g., administrators, teachers, students, and families)? What are the links between teacher education and schools that recognize the importance of affective teacher education?
Authors should include three to five suggested applications and/or activities that allow readers to apply the information presented to their own environments. Respondents for each section will address the papers’ content and synthesize applications/activities for readers. Multiple authors, particularly collaborations with classroom teachers, are encouraged.
All papers must be submitted electronically in Microsoft Word to Dr. Patrice LeBlanc at leblancp@nova.edu by the deadline date of November 1, 2007. Early submissions are encouraged. All submissions are subject to review. Authors of selected papers will be contacted by April 1, 2008. Papers must adhere to the following guidelines in order to be considered for review.
- Follow the format of the American Psychological Association Publication Manual (5th ed.).
- Submit two electronic copies, one with author(s) on the title page and one without author(s) on the title page.
- Identify which division(s) the paper addresses on the title page.
- Be sure that the paper is double spaced, has one inch margins, and uses 12 point Times New Roman font.
- Include an abstract (maximum 150 words), number all pages, and use a running head.
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