- About NCSS
- Take Action
- Conferences & Professional Learning
- NCSS Annual Conference
- Webinars and Workshops
- Live Learning Center
- Powerful & Authentic Social Studies
- State and Local Conferences
- Current Publications
- Ordering a Publication
- Submit an Article
- Publications Archive
- Faculty Resources
- Member-Only Resources
- NCSS Books and Bulletins
- Get Involved
- NCSS Associated Groups
- NCSS Special Interest Communities
- NCSS Committees
- NCSS Connected
- NCSS Board Nominations
- Rho Kappa
Call for Proposals: A special issue of The Clearing House, Fall 2013 Successful Strategies for Supporting Learning and Professional Development for Secondary Educators
Submitted by Anonymous (not verified) on April 5, 2012 - 4:42pm
Deadline for Proposals: July 27, 2012
Successful Strategies for Supporting Learning and Professional Development for Secondary Educators
Guest editors: Carolyn A. Haug and Deanna Iceman Sands, School of Education and Human Development, University of Colorado Denver
Much emphasis is being placed on improving student achievement at all levels. Policymakers are examining achievement gaps that occur among subgroups of students, high school drop-out rates, and students' preparation for college, discovering flaws in the K-12 and university systems. Recent research endorses professional development that is collaborative and situated in authentic school settings, portraying this as a promising alternative to traditional “sit and get” models (Koellner, Jacobs, Borko, Schneider, Pittman, Eiteljorg, Bunning & Frykholm, 2007; Glazer & Hannafin, 2006). Yet, a review of the literature points to a gap in research specific to secondary settings, with a clear majority of work conducted in elementary and, to a lesser extent, middle school contexts (Borko, 2004; Hesse, 2011; Yoon, Duncan, Lee & Shapley, 2008). Teachers' professional learning is a complex phenomenon that involves the interaction of students’ learning and teachers’ teaching practices occurring in an environment with specific resources (Cohen & Ball, 2001). Teacher learning has been supported through a variety of informal and formal models, including job-embedded learning (such as coaching, mentoring, professional learning communities, self-reflection, and action research in classrooms), as well as more formal learning through courses or other avenues (Desimone, 2009).
The Guest Editors invite you to propose a manuscript for a forthcoming issue on professional development of secondary educators. In preparing manuscripts, we encourage articles that contain any form of empirical data or that provide important theoretical and foundational grounding for the field. Research approaches could include qualitative, quantitative or mixed-methods. Consideration will also be given to proposals that describe existing models or programs that provide clear connections of theory into practice.
Possible questions or topics might be:
What educator professional development and learning programs currently exist in secondary schools? Have they been successful?
How do schools develop or maintain secondary educator professional development and educator learning supports or programs in times of financial crisis?
What are the attitudes, expectations, and visions of secondary school faculty for professional development or learning opportunities in their disciplines? To what extent do these attitudes, expectations, and visions differ by discipline, level of course, and demographic characteristics?
What professional development or learning approaches have administrators found successful in supporting secondary educators?
How do we assess the success of professional development or learning programs in secondary schools in relation to educator knowledge, skills or dispositions?
What are the impacts of secondary educator professional development and learning programs on student engagement and/or achievement?
What are the impacts of the secondary educator professional development or learning program on teacher behavior?
What are all the critical features of successful secondary professional development or learning programs? What components of secondary professional development or learning programs are essential to successfully transfer the approaches to other sites?
We welcome proposals focused on these and other questions related to approaches to supporting secondary educator professional development and learning programs including but not limited to induction, professional learning communities, mentoring, and coaching. We are especially interested in proposals that involve empirical research and address multiple perspectives (e.g. educators, administrators, students).
Deadline for Proposals: July 27, 2012
Notification of Acceptance: by October 2012
Manuscripts Due: February 2013
Expected Publication Date: Fall 2013
Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article. Proposals and manuscripts should follow guidelines for The Clearing House (http://mc.manuscriptcentral.com/tch). Send your proposal electronically (in MS Word format) by email to guest editors Carolyn Haug (Carolyn.Haug@ucdenver.edu) and Deanna Sands (Deanna.Sands@ucdenver.edu). In the subject line, please indicate “The Clearing House Special Issue: Secondary Professional Development). In the body of your message, please include your full contact information including name, institution, address, email, and preferred phone number. Proposals selected will be returned with developmental feedback. Manuscripts submitted for consideration will undergo a competitive, peer-reviewed process.
Feel free to send inquiries concerning the suitability of possible contributions to this special issue directly by email to one of the guest editors.
Opportunities and Announcements: