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Submission Instructions
 All submissions (except for Summer issue, which is guest edited) should be directed to Action in Teacher Education, The University of Oklahoma, 820 Van Vleet Oval ECH 114, Norman, Oklahoma 73019.
Calls for Thematic Issues
Summer 2007 (Vol. 29, No. 3)
Call for Manuscripts
Action in Teacher Education, Summer 2007
Guest Editors: Dana L. Grisham, Nancy Farnan & Leif Fearn, San Diego State University
While reading instruction has received considerable attention by policymakers and has a sizeable history of research that informs practice, research in the field of writing instruction is barely out of its infancy. However, writing instruction is currently enjoying a surge of attention in the literature and from educational professionals and policy makers. The editors of the 2007 Summer Issue of Action in Teacher Education plan to direct attention to how teacher education programs prepare novices and conduct professional development to enhance the skills of teachers in-service. Employers' and university educators' commentary about the writing abilities of employees and students, respectively, indicate vast unmet needs. One-half of the most literate third of high school graduates of California's high schools do not write sufficiently well to function in the university. The National Assessment of Educational Progress (NAEP) writing assessment shows that children and youth in school write more than ever before but little or no better over the period of NAEP reports.
Those involved in teacher education in literacy need an intentional vision on which to base teachers' writing instruction so that it enables young writers to write well. Teacher educators must consider how writing is assessed and teach assessment processes that inform instruction to novice teachers. In view of this, the editors propose the following theme for the Summer 2007 issue of Action in Teacher Education:
“Preparing Teachers to Teach Writing Effectively”
The editors invite manuscripts that focus on
- 1) Teacher preparation in writing with emphasis on learning outcomes
- 2) Novice teachers' self-reports about teaching writing
- 3) Evidence regarding the efficacy of one or more permutations on intentional writing instruction
- 4) Curricular designs for experienced teacher professional development
- 5) Teachers' writing instruction informed by assessment data
- 6) Analyses of relationships among standards, high-stakes test rubrics and protocols, and what teachers teach and what young writers write
- 7) Data on the writing performance of young writers as the result of professional development
Manuscripts that do not focus directly on the seven foci above will be considered, of course, as long as they relate to the "learning outcomes" purpose of the summer 2007 issue of Action in Teacher Education. Submit four (4) copies of manuscripts to Leif Fearn, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-1153 along with a self-addressed, stamped envelope. Manuscripts that do not follow APA guidelines will not be sent for review. Deadline for submission: December 1, 2006.
Winter 2007 (Vol. 29, No. 1)
Induction Programs
Manuscripts should be received at the University of Oklahoma by July 1, 2006
In this issue we will explore "teacher induction." We want to know how we are defining the term "induction" in our profession. "What types of teacher induction programs exist?" "How are teacher induction programs structured?" "What are their measures of success?" are some of the questions we will attempt to answer in this themed issue. Included with the notion of induction is the idea of longevity in our profession. Thus, we also welcome manuscripts that investigate how induction programs are tied to teacher retention, and that describe characteristics and motivations of teachers who remain in the profession. We are particularly interested in research-based articles related to this topic.
Winter 2008 (Vol. 30, No. 1)
Case-Based Pedagogy
Vol. 30, No. 1, Winter 2008
Manuscripts should be received at the University of Oklahoma by March 1, 2007
"What do we know about case-based pedagogy?" is the question we want to explore in this themed issue. Case method is one of the pedagogical approaches reviewed by the American Educational Research Association's Panel on Research and Teacher Education (cf. Cochran-Smith & Zeichner, 2005, Studying Teacher Education, p. 18). To date the research is equivocal on the impact of this method on teacher candidates' learning. For this themed issue we welcome empirical studies, research syntheses, and theory to practice articles on case-based pedagogy in teacher education.
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