The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.
Foreword to Yearbook XXIV Linda L. House, ATE President 2015-2016 lhouser@iupui.edu Introduction LeAnn G. Putney and Nancy P. Gallavan SECTION ONE. ESTABLISHING A SENSE OF PLACE FOR ALL TEACHER CANDIDATES Section One. Introduction Nancy P. Gallavan and LeAnn G. Putney 1.Who Chooses Teaching as Career: Profiling Academic, Social and Family Characteristics of Teacher Candidates Nasir Mahmood, Allama Iqbal Open University Tooba Saleem, University of the Punjab 2.Becoming a Teacher: The Influence of Clinical Practice on Elementary, Secondary, and Post-Baccalaureate Teacher Candidates' Perceptions of the Profession Brianne W. Morettini, Rowan University 3.Building More Democratic Communities: Preparing Novice Teachers to Navigate Political Complexity in Schools Nathan D. Brubaker, Monash University 4.Teacher Candidates Investigate Strategies to Support Students Who Display Atypical Behaviors Stephanie P. Pepper, Arkansas Tech University Section One. Summary Nancy P. Gallavan and LeAnn G. Putney SECTION TWO. ESTABLISHING A SENSE OF PLACE FOR CANDIDATES IN ALL CLASSROOMS Section Two. Introduction LeAnn G. Putney and Nancy P. Gallavan 5.Promoting Progressive Approaches in Teacher Education: Advocating Constructive and Critical Pedagogy Models Donna Wake, University of Central Arkansas 6.Establishing a Comprehensive Sense of Place to Experience Success in Classrooms and Schools through Authentic Leadership Nancy P. Gallavan, University of Central Arkansas Angela Webster-Smith, University of Central Arkansas Barrett W. M. Petty, Jacksonville Lighthouse College Preparatory Academy; Jacksonville, AR Samantha S. Mercado, Beebe School District; Beebe, AR 7.Co-Teaching Revisited: How is This Marriage Working? Patricia Kohler-Evans, University of Central Arkansas Section Two. Summary LeAnn G. Putney and Nancy P. Gallavan SECTION THREE. ESTABLISHING A SENSE OF PLACE FOR TEACHING AND LEARNING ALL CONTENT Section Three. Introduction Nancy P. Gallavan and LeAnn G. Putney 8.A Place for All Learners in Literature Units Mary Ellen Oslick, Stetson University Tammy R. Benson, University of Central Arkansas Sunny Styles-Foster, University of Central Arkansas 9.Picking up STEAM: Integrating the Arts into STEM-focused Gifted Programming Rachelle Miller Alicia Cotabish Deborah Dailey University of Central Arkansas 10.Integrating Science and Technology: Creating a Place for Science Notebooks in the 21st Century Classroom Lori Fulton Seungoh Paek Jon Yoshioka University of Hawai'i at Ma noa 11.Examining Teacher Candidates' Expectations for Technology Use in Their Future Classrooms Eucabeth Odhiambo Nellie Orr Cyr Han Liu Robert Ziegenfuss Shippensburg University Section Three. Summary Nancy P. Gallavan and LeAnn G. Putney SECTION FOUR. ESTABLISHING A SENSE OF PLACE FOR ALL LEARNERS Section Four. Introduction LeAnn G. Putney and Nancy P. Gallavan 12.Transformative Pedagogy for Teacher Candidates: Focusing on Urban Student Assessment Claudia Phillips Joplin, Independent Educational Research Consultant Kathy Deen Evans, The University of Tennessee at Martin 13.Critiquing Colbert: Using Case Study as a Tool for Supporting Culturally Responsive Teaching Practice Debi Khasnabis Simona Goldin Kelly McMahon University of Michigan-Ann Arbor 14.Creating a Space for Teacher Candidates Committed to Urban Settings: Action Research on the Urban Education Fellows Program Laura Bower-Phipps Helen Marx Southern Connecticut State University 15.Moving Out of the Shallow End: Preparing Culturally Responsive Teachers Nykela Jackson, University of Central Arkansas Sunny Styles-Foster, University of Central Arkansas Jarrett Landor, Southern University and A&M College 16.Transforming Traditional Schools to Collaboratively Manage Change Aileen J. Watts, Arkansas Tech University Section Four. Summary LeAnn G. Putney and Nancy P. Gallavan Afterword LeAnn G. Putney and Nancy P. Gallavan
