This chapter describes a field-based experience based on Native American best mentoring practices that brings together traditional ecological knowledge and Western science to build relationships and understanding between Native students and faculty mentors.

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and…

This article features the creation of a makerspace in the elementary education (ELED) living and learning community (LLC) residence hall. This space was created based on the growing body of literature demonstrating the rise of makerspaces across learning environments as well as the need to expose pre-service teachers (PSTs) to early field…

This article describes the creation of a First Year Experience learning community in a teacher education program. The First Year Experience model was adopted by the university because of declining enrollment, retention, and graduation rates and has been generally successful in the education department. With little information available for teacher…

When the author thinks back to all the wilderness educational expeditions he has led, one thing sticks out in his mind: While he knows these were amazing experiences for the students (primarily university undergraduates), could he have done more to help them transition into the experience and out again afterwards? The author has continued to…

Pre-service teachers, through early field experiences, are able to be physically involved in real classroom settings providing better preparation for future and independent work with children. This article includes suggestions and strategies for planning or reforming early field experience programs. Information related to school-university…

This theoretical study uses the context of the writer's personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful…

This article describes a video review process for providing feedback to students and documents students' teaching practices using the CLASS in a practicum course and student teaching. Students videotaped themselves in their field-based settings and then met with the course instructors and classmates in small groups to review strengths and…

The purpose of this paper is to describe Auburn University's story of developing an innovative field-based master's level principal preparation program. Our goal was to align the program's curriculum and internship experiences with state and other accrediting agency standards, current leadership preparation research, and local educational agency…

This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The…

In a line of research employing a survey instrument, the "Critical Thinking Belief Appraisal", teachers supported critical-thinking (CT) activities more for high- than low-advantage learners, likely exacerbating a "rigor gap" implicated in persistent achievement gaps. Such beliefs were less likely to be espoused by expert teachers than randomly…