Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

The purpose of this qualitative case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. In the context of a…

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

The core of the Senate Bill 2042 (1998) was designed to provide the guidelines needed to prepare teachers who can meet the needs of a diverse K-12 student population in California. Following the guidelines marked by this bill, faculty working in Teacher Credential Programs across California are designing activities to prepare candidates with a…

A growing body of scholarship in teacher education has explored the historical, systemic, interactional, and individual factors that create possibilities and challenges in White teachers' reconceptualization of their racial identity and of the purpose and nature of their work in a racialized society. However, there has been little attention…

This narrative study examines how Latino parents and teachers in the Boyle Heights/East Los Angeles community create and appropriate social capital to increase student achievement. Specifically, the study explores how parents and teachers participate in two community organizations to extend resources that have the potential to positively impact…

The present study focuses on current efforts underway in one western US state to prepare educators' for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey…

This paper discusses the role of emotions in mobilizing implicit activisms--that is, small-scale, personal, and modest activisms--in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more…

This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94…

This research essay is intended to situate the curriculum in my multicultural education courses--of talking back through autobiographical inquiry--within real schools, a site where curriculum theorists rarely situate their work. The literature by curriculum theorists that precedes my study generally has focused on how pre-service teachers in…

The burgeoning body of empirical research in the area of positive psychology points to the beneficial effect of gratitude on factors that could be relevant to some of the challenges faced by pre-service teachers. Although the topic of gratitude has also long been discussed in other fields, there has been a noticeable absence of mention in teacher…

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…

Pre-service teachers spend an inordinate amount of time observing teaching and learning in classrooms with the goals of understanding the complexities of that space and impacting their teaching. Consequently, teacher educators are responsible for scaffolding pre-service teachers in the use of appropriate and effective observational skills and…

Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues--essentially through the functioning of a…

Although teachers often report that they subscribe to cooperative learning (CL) to help students attain social and academic goals, research indicates that they often have difficulties implementing and sustaining their commitment. The purpose of this study is to report on the reflections of seven middle-year teachers who had embedded CL in their…