Practice & Scholarship

Practice

As we define teacher education as the education of teachers along the continuum, which is consistent with the CEHD's 2020-2025 vision statement, we explore ways to support teachers remaining in their classrooms as opposed to fleeing the field. Also, we provide suggestions concerning how teacher attrition (including ways that pernicious school settings "waste" successful teacher preparation) may be ameliorated. Therefore, we seek to improve teacher recruitment, preparation and induction into the teaching profession and focus on their retention and sustenance throughout their careers.

Priority Initiatives for Practice

Completed

Project TEACH

This successful study of classroom interactions and a novel approach to classroom management has been completed. This work could be replicated successfully in other school district sites.

Completed

WITS Collaboration

A successful project with the Writers in the School non-profit, which was funded by the Houston Endowment, has been successfully completed. Currently, a few schools in Humble ISD may replicate the program but need supplemental money to bring the Collaborative on as a third partner. This project would work well with the "Big 13" and other districts as well.

Active Program

4+1 Project

The five year Master's degree allows students to complete a Master's of Education approximately one year after completion of their Bachelor's degree in Interdisciplinary Studies. Eligible students are extended an invitation during the semester prior to their senior year. These students take graduate course work during the last two semesters of their undergraduate experience.

The five-year Master's program follows a cohort model in which students take all classes with the same peers in the same order. The first cohort started course work in the fall of 2014. 18 cohorts have since been admitted with the 19th cohort currently being recruited. In the fall of 2022, 45 students were accepted into the program. To date 280 students have graduated with a Master's degree from this program and 185 students are currently enrolled in the program.

Program Structure

Students begin graduate course work during the last year of their undergraduate program. The first semester students enroll in a three-hour graduate course concurrent with their senior field-based courses. During the student teaching semester these students also enroll concurrently in a three-hour graduate level course on mentoring.

Learning Objectives

The objectives of the course work for this degree is designed to prepare these graduate students to observe, evaluate, and reflect upon teaching, mentoring, communication, and supervision skills that support the novice or pre-service teacher with tools necessary to be successful. Students are taught the use of reflective practice to establish and be able to communicate their strengths and weaknesses so that they are better able to communicate their needs and abilities to the mentor teachers Through guided analysis students are encouraged to examine self-beliefs that have an impact on personal teaching, mentoring and leadership style These courses help students to define and identify effective teaching behaviors and the mentoring roles based on evidence.

From experience and research, Students identify and utilize different operational systems for developing a cycle of assistance and mentoring that meets the developmental needs of the pre-service and/or novice teacher. The development of a repertoire of communication skills that support the role of the mentor/supervisor is essential in this endeavor. While these students are still considered novice teachers, they are equipped with the skills necessary to establish a strong mentoring relationship necessary for effective teaching.

Program Impact

Overall, this program has been successful in keeping teachers in the field of education and providing them with a deeper understanding and appreciation of their craft. The majority of these graduates remain classroom teachers however we have several that are currently in doctoral programs. We have curriculum developers, school administrators, students working in educational technology roles, and a student serving as a university undergraduate advisor.

BRIDGE Journal

Bringing Research In Direct Grasp of Educators

BRIDGE is a semi-annual practitioner journal focused on summarizing educational research of all content areas and specializations for Pre-K-12 grade teachers' accessibility and practical application in classroom instruction and management. The purpose of the journal is to forward information to the fingertips of teachers that is focused on classroom practice strategies which enhance pedagogy.

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Scholarship

We seek to contribute to evidence-based and translational teacher education research. As bidirectional (theory ↔ practice) and tri-directional (theory ↔ practice ↔ policy), our research will not simply produce findings; those findings will be made meaningful and action-worthy in practice and policy making settings.

Priority Initiatives for Scholarship

Journal of Teacher Education

Vision of JTE

The Journal of Teacher Education, which is also the flagship journal of AACTE, examines pre- and in-service education practice, policy, and research through a future-ready forum that is able to:

1. Attend to diverse perspectives (methodological, epistemological, ontological, and axiological) which address contemporary issues in an interconnected global society.

2. Curate spaces for transdisciplinary research to impact broader audiences. Linking research and practice remains central to the aim of the journal.

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Editorial Board

Dr. Cheryl J. Craig

Co-Editor in Chief
Professor, Texas A&M University

Dr. Valerie Hill-Jackson

Co-Editor in Chief
Associate Professor, Texas A&M University

International Study Association on Teachers and Teaching (ISATT)

Founded in October 1983 at a Symposium for Research on Teacher Thinking at Tilburg University, The Netherlands, ISATT aims to increase insights into the identity, role, contexts and work of teachers, and the process of teaching. The key goals of ISATT are to enhance the quality of teaching at all levels of education and to act as a forum to promote, present, discuss and disseminate research findings which contribute to knowledge and the formation of theory in this field.

Dr. Cheryl J. Craig is the Chair, co-edits two ISATT book series and helps to organize regional and international conferences for the ISATT organization.

Additional High Impact Journals

Frontiers of Teacher Education

Frontiers of Teacher Education is an open access journal that has recently began. Cheryl J. Craig serves as an Associate Editor of this publication. The journal focuses on advancing knowledge in teacher education through innovative research and practice.

Reflective Practice

Reflective Practice is a long-standing, interdisciplinary journal having to do with reflection in the professions, including the medical professions, the sports professions, the science professions as well as teaching. It provides a platform for examining how reflection enhances professional practice across diverse fields.

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Teachers and Teaching: Theory and Practice

Teachers and Teaching: Theory and Practice is the third-ranked teaching and teacher education journal, which is closely catching up with Teaching and Teacher Education. Dr. Cheryl J. Craig is an Executive Editor with this journal, contributing to its mission of bridging theory and practice in teacher education.

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