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Collaborative learning environments are critical to faculty success in academia. This is particularly true for women who experience the gendered inequity embedded within academic culture. This article explores the experiences of four diverse women faculty across different institutions as we collaborated in a virtual space to make sense of our multiple, intersecting identities and how they are affected by our roles within academia. We shared our experiences with balancing the demands of our jobs while tending to other responsibilities, such as raising children, maintaining healthy partnerships, practicing self-care, and meeting government requirements to remain in the United States. Discussion centers on how the supportive space we co-created allowed us to explore common aspects of our lived realities that we found by sharing our small stories, and what stops some women faculty from persisting to the highest level of rank in academia.

Writing pedagogy is too often missing from US K-12 teacher preparation programs, with one study finding that only one-fourth of programs surveyed had a writing methods course. In the study presented in this article, researchers developed a theoretical understanding of K-12 writing teacher education by examining the instructional models and practices of 15 exemplary teacher educators. Participants were diverse, US teacher educators in university-based teacher preparation programs, identified through purposive, snowball sampling and a screening survey. Data were drawn from semi-structured, individual and focus-group interviews, analyzed using constructivist grounded theory methods. Our findings include five thematic assertions, presented with descriptions of the related patterns of practice: Exemplary writing methods teacher educators design their curricula with experiential, constructivist, and critical approaches as the foundation of all learning engagements, and they implement a writing process approach with their teacher candidates. They teach writing as a tool of empowerment, convey complex conceptions of writing assessment that are grounded in analysis of student work, and are intentional and deliberate about building and maintaining connections to K-12 classrooms for themselves and their candidates. This study provides writing teacher educators with a data-driven model for developing a writing-intensive methods course curriculum.

This article describes how one teacher immersed her sixth graders in an intensive three‐week thematic text set unit centered on courage. Her aim was to help students discover and take action on issues that mattered to them as they learned important literacy skills and strategies. Students engaged in significant reading, writing, and discussion as they developed and enacted action plans to create positive change. Intentionally designed instruction moved from teacher‐led whole‐class lessons on the same texts to student‐led small‐group/individual learning with multiple texts. Texts included a variety of formats (e.g., picture books, songs, articles, poems) from varied reading levels.

Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.

(2000) found that it took two or three years after graduation for teacher education concepts to appear in instructional practices, and Levin (2003) found that ideas about pedagogy were still developing at the fifth year. [...]while teacher leadership is now part of preservice teacher preparation programs and licensure requirements, the teacher development literature suggests that it takes time for concepts from university course work to appear in teachers' practices (Smagorinsky et al., 2003). [...]professional development in teacher leadership will be required beyond the teacher preparation program.

According to research, candidates may abandon university learning during field experiences to satisfy mentor teachers, often adopting mentors' ways of teaching and focusing on classroom management over student learning (Clift & Brady, 2005). When considering mediated activity, we note that \"an inherent property of mediational means is that they are culturally, historically, and institutionally situated\" (Wertsch, 1993, p. 230). [...]in schools, mediating means may be instrumental (schedules, assessment tools, instructional materials), social (cultural practices, interactions with others, policies, procedures), or semiotic (language systems, mathematics; Moll, 2014). Enacting the International Reading Association's Standards for Reading Professionals As with signature aspects, we found that individual candidates evidenced substantial or moderate enactment of at least some of the standards. Because programs differed in centrality of each standard (Lenski et al., 2013), cross-case analysis focused on patterns in congruity between individual candidates' practices and the relative degree of emphasis placed on each standard in their preparation programs, as determined previously (Table 3). Because this standard focuses attention on employing \"a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction\" (IRA, 2010, p. 39), perhaps enactment of candidates' formal knowledge related to Standard 3 was less visible during instruction and not explicitly revealed in interviews.

This is a study of teachers' visions. Five participants were followed through their pre-service years in the teacher education program and into their first year of teaching to see if their vision was sustained and whether it appeared in their practice. This paper describes the coding process for visions and discusses changes that occurred in the visions as participants made the transition from pre-service to in-service teachers. The paper discusses dissonance between visions and practice and presents implications for teacher educators. [PUBLICATION ABSTRACT]

This study of teacher leadership in first-year teachers included the following data sources: survey, follow-up telephone interviews, and teacher leader essays. Fifteen novice teachers responded to the survey, while three participated in follow-up interviews. Results suggest ideas of teacher leadership change from pre-service years to the end of the first year of teaching. Themes are shared from survey and interview findings. Follow-up interviews provide deeper understanding of those changing ideas of teacher leadership. Findings present how teacher leadership is connected to existing teacher development literature. Implications are made for teacher educators in states requiring teacher leadership for licensure.

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher's role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students' confidence in writing. Some mentioned the need for explicit instruction such as developing students' writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned the need for explicit instruction such as developing students’ writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.