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Articles
by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Larissa Gaias, Manuela Jimenez, Tashia Abry, Kristen Granger & Michelle Taylor — 2018
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.

by Richard Lambert, Christopher McCarthy, Paul Fitchett & Maytal Eyal — 2018
This study examined how elementary teacher appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.

by Brady Jones — 2018
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition," self-promotion coupled with a commitment to others, predicts a long-term commitment to the occupation.

by Kathryn Strom, Adrian Martin & Ana María Villegas — 2018
This review of empirical research draws on complexity theory to examine the multidimensional influences that work together to shape the practices of first-year teachers.

by April Salerno & Amanda Kibler — 2018
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.

by Kristy Stein, Andrew Miness & Tara Kintz — 2018
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class.

by Holland Banse, Timothy Curby, Natalia Palacios & Sara Rimm-Kaufman — 2018
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.

by Susan Moore Johnson, Stefanie Reinhorn & Nicole Simon — 2018
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.

by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. John — 2018
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.

by Yvonne Goddard & Minjung Kim — 2018
This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.

by Juliet Wahleithner — 2018
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.

by Judy Randi — 2017
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.

by Gary Natriello & Karen Zumwalt — 2017
An Introduction to the Yearbook

by Gary Natriello — 2017
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.

by Karen Zumwalt, Gary Natriello, Judy Randi, Alison Rutter & Richard Sawyer — 2017
Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.

by Karen Zumwalt, Judy Randi, Alison Rutter & Richard Sawyer — 2017
This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.

by Judy Randi & Karen Zumwalt — 2017
Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.

by Judy Randi — 2017
This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”

by Judy Randi — 2017
Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.

by Richard Sawyer — 2017
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.

by Alison Rutter — 2017
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and secondary math teachers who were still teaching 10-plus years after they entered teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.

by Karen Zumwalt, Gary Natriello, Judy Randi, Alison Rutter & Richard Sawyer — 2017
Taking stock, this article explores emerging themes common to the literature on alternate routes and unique contributions of this volume in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.

by Yongmei Ni — 2017
This study compares the organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.

by Katrina Bulkley & Jessica Gottlieb — 2017
In this article, the authors examine how those with influence in educational policy construct the idea of “teachers” and groups associated with teachers through implicit “policy images,” and how those images are reflected in policy prescriptions and policy designs.

by Chris Curran — 2017
This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.

by Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley & Mark Windschitl — 2016
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.

by Laura Desimone, Eric Hochberg & Jennifer McMaken — 2016
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.

by Francesca López — 2016
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.

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Book Reviews
by Maisha T. Winn
reviwed by Darius Johnson & Dorinda Carter Andrews — 2018

by Andrea M. Kent & André M. Green (Eds.)
reviwed by Sheri Williams & Joseph DeBonis — 2018

by Steven Goodman
reviwed by Megan Blumenreich — 2018

by Arturo Rodriguez & Kevin R. Magill (Eds.)
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by Raquel Ríos
reviwed by Arturo Olivarez — 2018

by Barbara A. Greene
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by Mark Windschitl, Jessica Thompson, & Melissa Braaten
reviwed by Tara O’Neill & Kirsten Mawyer — 2018

by Gail Taylor Rice
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by Lisa J. Lucas
reviwed by Keith Walters — 2018

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