Archives of previously published volumes can be accessed below
Bur, M. D., Darling, A., McLeran, A., & Ward, M. (2020). Saving Grace, Ourselves, and Profession: What It Means to Be a Reflective Practitioner in the 21st Century. The Professional Educator, 43(1), 14-24.
DeCuir, E. (2020). Taking Transformative Action at the Advanced Level (tTAL): A Pedagogical Model for Preparing Graduate-Level Candidates to Address Cultural and Linguistic Diversity in Schools. The Professional Educator, 43(1), 25-35.
Heineke, A. J., Roudebush, A., Papola-Ellis, A., Davin, K. J., Cohen, S., & Wright-Costello, B. (2020). Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities. The Professional Educator, 43(1), 70–80.
Lee, Y. A., Chen, S. M., Chang, C. N., & Yoneda, F. (2017). Multicultural Teacher Education as a Community of Practice: M. Ed./PDS Graduates’ Perceptions of Their Preparation to Work with Diverse Students. Professional Educator, 42(1).
Article 1 Kent, A. M. & Giles, R. M. (2016). Dual certification in general and special education: What is the role of field experience in preservice teacher preparation? The Professional Educator, 40(2).
Article 2 Charner-Laird, M., Kirkpatrick, C.L., Szczesiul, S., Watson, D., & Gordon, P. (2016). From collegial support to critical dialogue: Including new teachers’ voices in collaborative work. The Professional Educator, 40(2).
Article 1 Gelfuso, A., Dennis, D. V., & Parker, A. (2015). Turning teacher education upside down: Enacting the inversion of teacher preparation through the symbiotic relationship of theory and practice. The Professional Educator, 39(2).
Article 2 Waddell, J. & Vartuli, S. (2015). Moving from traditional teacher education to a field-based urban teacher education program: One program’s story of reform. The Professional Educator, 39(2).
Article 2 Colwell, C., MacIsaac, D., Tichenor, M., Heins, B., & Piechura, K.. (2014). District and university perspectives on sustaining professional development schools: Do the NCATE standards matter? The Professional Educator, 38(2).
Article 1 Burbank, M., Ramirez, L., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content area teachers. The Professional Educator, 36(2).
Article 1 Range, B. G., Holt, C. R., Pijanowski, J., & Young, S. (2012). The perceptions of primary grade teachers and elementary principals about the effectiveness of grade-level retention. The Professional Educator, 36(1).
Article 1 Cherubini, L., Kitchen, J., Goldblatt, P., & Smith, D. (2011). Broadening landscapes and affirming professional capacity: A metacognitive approach to teacher induction. The Professional Educator, 35(1).
Article 1 Monroe, A. E., Blackwell, S. E., & Pepper, S. K. (2010). Strengthening professional development partnerships while bridging classroom management instruction and practice. The Professional Educator, 34(2).
Article 1 Kosko, K. W., & Wilkins, J. L. M. (2009). General educators’ in-service training and their self-perceived ability to adapt Instruction for students with IEP’s. The Professional Educator, 33(2).
Article 2 Reybold, L. E., Flores, B. B., & Riojas-Cortez, M. (2006). Dueling Epistemologies? Implementing a Critical Model of Faculty Development in Teacher Education. Professional Educator, 28(2), 1-11.
Article 6 Kazelskis, R., Thames, D., Reeves, C., Flynn, R., Taylor, L., Beard, L. A., & Turnbo, D. (2005). Reliability and Stability of Elementary Reading Attitude Survey (ERAS) Scores Across Gender, Race, and Grade Level. Professional Educator, 27, 29-37.
Article 5 McKinney, S. E., Robinson, J., & Spooner, M. (2004). A Comparison of Urban Teacher Characteristics for Student Interns Placed in Different Urban School Settings. Professional Educator, 26(2), 17-30.
Article 2 Brazelton, E. W., Jackson, R., Buckhalt, J., Shapiro, S., & Byrd, D. (2003). Scoring Errors on the WISC-III: A Study across Levels of Education, Degree Fields, and Current Professional Positions. Professional Educator, 25(2), 1-8.