Creating transformative experiences for teacher candidates around issues of critical social justice literacy requires that teacher educators anticipate and prepare for obstacles to learning that arise when knowledge residing in students' bodies is challenged by course content. Scholars have argued that the imprint of students' emotions,…

The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically…

The purpose of this paper was to investigate school educators' perspectives on Restorative Practices (RP) in Aotearoa, New Zealand elementary schools. Based on a case study design, this study collected qualitative data by interviewing and observing elementary teachers and principals. Five themes were drawn from the data: showing empathy, making…

Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th…

From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by…

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years.…

Despite evidence that inclusion is a research-based practice for students with extensive support needs (ESN), such students are often denied access to meaningful instruction in general education. This article describes an interdisciplinary program that prepares educators to serve all students, including those with low-incidence disabilities, in…

Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing -- one component of coteaching -- where coteachers…

Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect…

Addressing students' mental health needs has become a growing concern amongst educators and school leaders, as 25% of adolescents are known to be diagnosed with a mental health disorder. Moreover, students in urban contexts are more likely to experience mental health challenges as they face environmental stressors in their communities that stem…

One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to…

Black male students throughout the United States encounter a variety of school, community, and familial stressors. This includes exposure to Adverse Childhood Experiences (ACEs) which impacts their socio-emotional growth and academic outcomes. For this reason, the article explores extant literature and offers actionable steps to prepare preservice…

Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or -- more distally -- to the mental and physical health of…

The relocation of teacher preparation to "new graduate schools of education" (nGSEs) is a highly controversial "innovation" within the rapidly expanding field of teacher education. This introductory article to a guest-edited issue of "The New Educator" focused on nGSEs defines teacher preparation at nGSEs and analyzes…

This article examines how the MAT [Master of Arts in Teaching] program in Earth Science at the American Museum of Natural History was conceptualized and enacted within its institutional context. We argue that the program was completely consistent with the museum's public and democratic institutional logic, as reflected in funding, staffing,…