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(January 28, 2015, Washington, D.C.) – The American Association of Colleges for Teacher Education (AACTE) is pleased to announce Michigan State University’s College of Education as the next editorial host of the Journal of Teacher Education (JTE). The editors were selected through a competitive proposal process and approved by the Association’s board of directors for a three-year term.
The current editorial team at Pennsylvania State University, which has served the JTE since August 2010, will continue work on the journal through June 2015 to complete Volume 66; however, the Michigan State team will receive all new manuscript submissions effective March 1.
“AACTE is thrilled to entrust its journal to another outstanding team of researchers,” said Sharon P. Robinson, president and CEO of AACTE. “The strong leadership of Stephanie Knight’s team at Penn State continues to provide the profession with timely and high-quality research and analysis. I am confident that the JTE will continue to flourish and grow as the reins are passed to Michigan State.”
The new editorial team consists of four co-editors—Dorinda Carter Andrews, Robert Floden, Gail Richmond and Maria Teresa Tatto—and six associate editors—Tonya Bartell, Angela Calabrese Barton, Terah T. V. Chambers, Joshua Cowen, Rebecca Jacobsen and Cynthia Okolo. The team also will induct one assistant editor each year.
Team members represent diverse areas of expertise and are widely published in major journals. Several also have editorial experience working on other journals, while others will bring fresh perspective to the team and gain critical insights for future leadership positions.
“We are extremely excited and proud to be awarded the editorship of the Journal of Teacher Education,” said Donald E. Heller, dean of the College of Education at Michigan State University. “This is an important recognition of the quality and reputation of our faculty in Teacher Education and their standing among their peers across the country. We look forward to embarking on a new era for JTE.”
The Michigan State proposal to host the journal won praise from reviewers for its plan for innovative steps toward both increasing the audiences reached by the JTE and maximizing its international outreach. Strategies to foster these goals included “Chats with JTE Editors,” utilizing a local educational policy blog to recruit national and international scholars, and translating article abstracts into at least four high-incidence languages. Overall, the team impressed reviewers as having an ambitious vision for the next three years of the JTE, coupled with a solid editorial team and attention to small but important details.
The lead editors bring a variety of experiences and specializations:
Dorinda Carter Andrews is associate professor in Michigan State’s Department of Teacher Education and core faculty member in the African American and African Studies Program. She is also a faculty leader in the Urban Educators Cohort Program. She serves as assistant editor of Multicultural Education Review and is on the editorial board of the Journal of African American Males in Education and Curriculum Inquiry, and she reviews for numerous other journals, including JTE. Her awards include the American Educational Research Association Scholars of Color in Education Early Career Contribution Award and the Phi Delta Kappa Emerging Leader Award. Carter Andrews is also the incoming secretary for Division K (Teaching and Teacher Education) of the American Educational Research Association.
Robert Floden holds numerous appointments at Michigan State, including university distinguished professor; professor of teacher education, measurement and quantitative methods, education psychology and math education; associate dean for research; director of the Institute for Research on Teaching and Learning; and co-director of the Education Policy Center. He has edited Review of Research in Education and Educational Researcher and served as a reviewer for numerous other journals, including JTE. Floden also is a member of the National Academy of Education and chaired its Research Advisory Committee for four years, and he won AACTE’s Margaret B. Lindsay Award for Distinguished Research in Teacher Education in 2006.
Gail Richmond is associate professor of science and urban education in Michigan State’s Department of Teacher Education, has served as its Director of Secondary Teacher Education and co-leads MSU’s Secondary Science Teacher Preparation Program. She has been principal investigator of multiple research grants funded by federal agencies and foundations focused on school- and community-based science teaching and learning and presently is principal investigator and director of Michigan State’s NSF-funded project, “Supporting Early-Career Teachers of Science through Urban Partnerships” (SETS-UP). She also directs the W.K. Kellogg Foundation and Woodrow Wilson Foundation-funded STEM Teaching Fellows Program. Richmond is on the editorial board of the Journal of Research in Science Teaching, for which she previously served as associate editor, and is a reviewer for numerous journals, including Teaching and Teacher Education, Science Education, and JTE.
Maria Teresa Tatto is associate professor in Michigan State’s Department of Teacher Education, teaching undergraduate and graduate courses in global diversity, policy analysis, research methods, and more. She serves on the English Language Board of the Educational Policy Analysis Archives editorial team and on the International Advisory Committee of the online journal Research in Comparative and International Education. She is executive director, principal investigator or co-principal investigator for several major national and international research studies, including the World Education Research Association International Research Network’s “Learning to Teach” project and the Teacher Education and Development Study in Mathematics, sponsored by the National Science Foundation and the International Association for the Evaluation of Educational Achievement. Tatto is past president of the Comparative and International Education Society.
The JTE, in continuous publication since 1950, is the premier journal for teacher education, providing a vital forum for considering practice, policy and research in the field. Published five times a year, the journal reaches a worldwide audience and is regularly cited in new research. Among 219 education and educational research journals, the JTE was ranked 17 in the Thomson Reuters 2013 Journal Citation Reports. The JTE is AACTE’s only journal, published in partnership with an editorial team based at a member institution and SAGE Publications, Inc.
Visit http://jte.sagepub.com for more information.
AACTE: The Leading Voice on Educator Preparation
The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to high-quality, evidence-based preparation that assures educators are ready to teach all learners on Day 1. Its over 800 member institutions represent public and private colleges and universities in every state, the District of Columbia, the Virgin Islands, Puerto Rico and Guam. AACTE seeks to lead the field in advocacy and capacity building by promoting innovation and effective practices as critical to reforming educator preparation. For more information, visit www.aacte.org.