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Aacte Dissertation Award Multicultural

06 Mar2018

Wanda J. Blanchett of Rutgers Becomes AACTE Board Chair

By AACTE

(March 3, 2018, Baltimore, Md.) – The American Association of Colleges for Teacher Education (AACTE) is proud to welcome the new chair of its Board of Directors: Dr. Wanda J. Blanchett, interim provost and executive vice chancellor for academic affairs at Rutgers University – New Brunswick. During her one-year term, Blanchett will lead the Board through strategic planning in partnership with AACTE President and CEO Lynn M. Gangone.

“What I’d like to see AACTE do is to continue on the path that it’s been on for 70 years,” Blanchett said. “Continue to be that education, and specifically, teacher education policy advocate. Continue to be that professional standards advocate.” In addition, she said, she hopes the Association will take bold steps in supporting its members to increase the diversity of the profession at all levels from PK-12 teachers to the professoriate, ensuring that the curriculum in our teacher education programs better prepares all candidates to meet the needs of today’s diverse students and their families and reflects a commitment to diversity, equity, and social justice, and taking a stand with like-minded organizations to improve school safety for all students and educators, including advocating for and securing common-sense gun laws.

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23 Feb2018

AACTE Statement on School Shooting in Parkland, Florida

By AACTE

(February 23, 2018, Washington, D.C.) – Lynn M. Gangone, President and CEO of the American Association of Colleges for Teacher Education (AACTE), today issued the following statement regarding the school shooting that took place in Parkland, Florida, a week ago and the nation-wide conversations that have occurred since the incident:

“AACTE would like to express its deepest sympathy for the teachers, students, parents and community of the Marjory Stoneman Douglas High School in Parkland, Florida, who mourn the loss of family and friends victimized by the school shooting on February 14, 2018. Schools are the nuclei of local communities and the preparatory grounds where future leaders are educated and shaped to inform and engage in our democracy. Preserving the safety and sanctity of the classroom is critical for teachers and students to effectively build trust, respect and care in order for all children to learn.

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01 Feb2018

CU Denver to Be Honored With AACTE Award for Multicultural Education

By Kristin McCabe

Congratulations to the University of Colorado Denver School of Education and Human Development (SEHD) on its selection to receive the 2018 AACTE Best Practice Award in Support of Multicultural Education and Diversity! The award will be presented March 1 at the Opening Keynote of the AACTE 70th Annual Meeting in Baltimore, Maryland.

The university, known as CU Denver, offers multiple pathways for teacher preparation to fit the needs of candidates from a variety of backgrounds and contexts, succeeding in attracting a diverse range of students. The program aims to prepare teacher candidates who believe all PK-20 learners deserve access to an excellent education by building upon the strengths of their individual culturally diverse backgrounds.

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01 Feb2018

Robotics Academy at Northeastern State to Win AACTE Technology Award

By Arlene Borthwick

On behalf of the AACTE Committee on Innovation and Technology, I am delighted to announce the winner of the 2018 AACTE Best Practice Award for the Innovative Use of Technology: the College of Education at Oklahoma’s Northeastern State University (NSU), for its Robotics Academy of Critical Engagement (RACE) program. Representatives from NSU will receive the award on Saturday, March 3, during the Closing Keynote at the AACTE Annual Meeting in Baltimore, Maryland.

This annual award celebrates and recognizes the innovative use of educational technologies in a school, college, or department of education in ways that stretch beyond established practice to enable change in teacher education programs.

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01 Feb2018

Stacy Duffield of North Dakota State Chosen for 2018 Pomeroy Award

By Kristin McCabe

AACTE’s Committee on Professional Preparation and Accountability has selected Stacy K. Duffield, professor in the College of Human Development and Education at North Dakota State University, to receive the 2018 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

The Pomeroy Award, named for longtime AACTE Executive Director Edward C. Pomeroy, is one of the Association’s highest honors, recognizing distinguished service either to the educator preparation community or to the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level. Duffield stands out in all of these categories.

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01 Feb2018

AACTE to Award Dissertation on Teacher Identity for Inclusion in Urban Schools

By Kristin McCabe

AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates – or struggles to translate – into their practice as new teachers. The study uncovered important insights for bridging gaps between teacher preparation and induction.

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01 Feb2018

AACTE to Honor JTE Article on Inquiry-Oriented Teaching Standards

By Kristin McCabe

AACTE has chosen an article by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland (New Zealand) to receive the 2018 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. The winning article, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching,” was published in the January/February 2017 issue of the journal. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.

In this article, the authors identify problems in the design and implementation of teaching standards that widen the divide between theory and practice. They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices. This model also positions both teachers and students as learners and is driven by inquiry and evidence. In this way, the authors raise critical issues that diverse stakeholders in teacher preparation – from practitioners to policy makers – must take into account to ensure more effective teaching.

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01 Feb2018

Jolanda M. Westerhof of AASCU to Receive AACTE’s Imig Award

By Kristin McCabe

AACTE’s Committee on Professional Preparation and Accountability has selected Jolanda M. Westerhof, associate vice president and director of teacher education for the American Association of State Colleges and Universities (AASCU), to receive the 2018 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.

The Imig Award, named for AACTE President and CEO Emeritus David G. Imig, recognizes distinguished achievement in the formulation, implementation, or analysis of teacher education policy, or in the performance of distinguished scholarship in educator preparation.

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01 Feb2018

Marcelle Haddix to Win AACTE Award for Book on Diversifying Literacy Teacher Prep

By Kristin McCabe

AACTE is delighted to announce the selection of Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, by Marcelle Haddix of Syracuse University (NY), to receive the 2018 AACTE Outstanding Book Award. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

Reviewers praised this book for its clear and engaging writing and its well-sourced, thoughtful scholarship – as well as its timely and critical focus on diversifying the teaching workforce. The book’s copublishers, Routledge and the National Council of Teachers of English, articulate this focus in the following abstract:

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01 Feb2018

AACTE Names Rutgers Language Partnership for Global Award

By Kristin McCabe

Congratulations to the Rutgers University Graduate School of Education (New Brunswick, NJ) on its selection to receive the 2018 AACTE Best Practice Award in Support of Global and International Perspectives! The award will be presented March 1 at the Opening Keynote of the AACTE 70th Annual Meeting in Baltimore, Maryland.

The Rutgers Graduate School of Education (GSE) offers learning opportunities that link the local and global to connect future educators, leaders, and researchers to the reciprocal influences of local communities and global society. Teacher candidates may participate in several global opportunities, including education-study abroad programs, PK-12 mentoring, and a new linguistically diverse program, “The Conversation Tree: Community-Based Language Partnerships.”

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01 Feb2018

AACTE to Award Dissertation on Teacher Identity for Inclusion in Urban Schools

By Kristin McCabe

AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. The award will be presented at the 70th AACTE Annual Meeting Closing Keynote session, March 3 in Baltimore, Maryland.

Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates – or struggles to translate – into their practice as new teachers. The study uncovered important insights for bridging gaps between teacher preparation and induction.

The dissertation was completed in 2017 for the Ph.D. at the University of Kansas, Department of Special Education. Professor Elizabeth Kozleski was Siuty’s adviser there.

“[Siuty’s] work addresses an important gap in the literature,” Kozleski writes in a letter of recommendation for the AACTE award. “Little is known about how graduates of inclusive programs transform their identities through their practice and engagement in urban school systems that are not necessarily conducive or designed for inclusive practice.”

Siuty found that most participants were deterred by the exclusionary practices that served as the dominant norms of their practice contexts. “Indeed, their practice contexts made it nearly impossible for them to use inclusive practices from their preparation,” Kozleski notes. “However, at times they also drew on their preparation and personal experiences to adopt identities as resistors. These findings can inform how teachers are prepared to cross boundaries between inclusive teacher preparation and their practice contexts. Moreover, they locate the ways in which the sociocultural context of schooling affords and constrains the work of increased inclusion and equity. These recommendations have potential for altering the systems through which we prepare educators, induct them into the profession, and also collaborate across preparation and practice contexts.”

“I’m thrilled to congratulate Dr. Molly Siuty for receiving the American Association of Colleges for Teacher Education 2018 Outstanding Dissertation Award,” said Rahmat Shoureshi, president of Portland State University (PSU). “Dr. Siuty’s research explores how teacher candidates’ learning about diversity and inclusion in their teacher preparation programs translates into their practice as new teachers. This is absolutely essential to the future health of our nation’s public education system.”

Reviewers on AACTE’s Committee on Research and Dissemination, which oversees the award, praised Siuty’s well-organized and engaging writing, identification of clear problems and solutions, and compelling vision of teachers as “bridge makers” who stand up in society and in bringing special and general educators together.

Before pursuing her Ph.D., Siuty taught special education in New York City and earned a master’s in special education and leadership from the City College of New York. Her current research focuses on critical and intersectional approaches to inclusive teacher preparation. She was recently awarded a Dean’s Funds of Excellence grant from PSU to fund her project “The Art of the Possible: Developing New Teachers’ Pedagogies of Possibility for Inclusion Through THINK College Academic Coaching,” which explores how academic coaching through the Think College Inclusion Oregon program mediates candidates’ inclusive teacher identity development.

“This work will build on my dissertation by exploring how recent graduates engage in pedagogy of possibility,” Siuty said. “Indeed, most educational institutions remain impervious to inclusion. The extent to which new teachers draw on inclusive identities indicates a sense of possibility for a more just and inclusive educational and social landscape.”

Learn more about Siuty’s work in her professional websites:

AACTE issued a press release today announcing all of its 2018 award winners. For more information on AACTE’s awards program, visit http://aacte.org/professional-development-and-events/awards. Applications for next year’s dissertation award will open in April.


Tags: Annual Meeting, awards, research, special education, urban education