Archives of previously published volumes can be accessed below
All publications at The Professional Educator are © the Authors, and are published under CC-BY-NC-ND 4.0 licenses.
Strunk, K.K., Locke, L.A., Chang, J., Clancy, W.P., & Drake, L. (2021). From the Spies of Mississippi to the Eyes of the White House: Surveilling and Obstructing Antiracist Work in the U.S. The Professional Educator, 44(1),1-7. https://doi.org/10.47038/tpe.44.01.03
Broadhurst, C., Locke, L.A., & Ardoin, S. (2021). “Leading from the middle”: Exploring stories of women working for change in PK-12 Schools. The Professional Educator, 44(1),8-20. https://doi.org/10.47038/tpe.44.01.04
Strunk, K.K. (2020). Review of The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race by Isaac Gottesman. The Professional Educator, 44(1),34-36. https://doi.org/10.47038/tpe.44.01.01
Burbank, 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.
Yamauchi, L. A., & Chapman de Sousa, E. B. (2020). Early Childhood Educators’ Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition. The Professional Educator, 43(1), 100–113.
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.