Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading 9783030566739, 9783030566746

Table of contents :
Foreword: Generous Scholars Shaped Within a Responsive Community
References
Acknowledgments
Contents
Notes on Contributors
List of Figures
List of Tables
1 Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading
Introduction
Overview Chapter
Historical Roots and Reflections of the Faculty Academy
Finding a Leadership Stance in the Academy
Learning Through Practice and Research
References
2 Faculty Academy: A New Version of an Established Concept of Collaboration
Introduction
Reform Trajectory
Cheryl’s Entry to the Reform Effort
Gayle’s Entry to the Portfolio Group and the Faculty Academy
Portfolio Group
Faculty Academy
References
3 Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002–2020)
Introduction
Stories of Growth and Change
A Tale of Two Nuggets, Part One—A “Doing” and an “Undergoing”
Narrative Inquiry and Reflection
Faculty Academy’s Doings and Undergoings
A Safe Place
Flexibility—Willingness to Adapt to Member Needs and Welcome New Members
Promoting Growth Through a Relational Leadership Style
Inclusive—Embracing All Members
Empowering—Fostering Personal and Professional Growth
Purposeful—Supporting Professional Development of Scholarship and Practice
Ethical—The Doing of Caring
Process-Oriented—Critical Feedback, Collaboration, and Reflection
Constructive Critical Feedback
Collaboration
Reflection
A Tale of Two Nuggets, Part Two—A “Doing” and an “Undergoing”
References
4 Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members’ Stories of Leadership and Learning
Introduction
Faculty Academy Background and History
Literature Review
Professional Community
Collegiality and Acceptance
Dialogue and Networking
Mentoring and Role Modeling
Scholarly Identify Formation
Budding Leadership Efficacy
Stories of Empowered Leadership and Agency
Denise
Summary Statement
Chestin
Summary Statement
Kent
Summary Statement
Jean
Summary Statement
Janice
Summary Statement
Omah
Summary Statement
Proliferating Possibilities
Appendix A: Collaborative Conference Presentations (2003–2019)
Appendix B: Collaborative Publications (2007–2020)
Books
Refereed Book Chapters
Book Chapter Introductions/Summaries
Journal Articles
International/National
Non-refereed Conference Repository
International/National
References
5 The Mentor–Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading
Literature Review
Mentoring
Reciprocity
Research Method
Paired Stories of Mentoring/Being Mentored Experiences
Sara’s and Cheryl’s Mentee–Mentor Stories of Experience
Sara (Mentee)
Cheryl (Mentor)
Trina’s and Cheryl’s Mentee–Mentor Stories of Experiences
Trina (Mentee)
Cheryl (Mentor)
Overarching Themes
The Influence of Context
The Primacy of Relationships
The Variety of Content Learned
Parting Words
References
6 Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community
Cinder and Ash: An Allegorical Recompense
Narrative 1: A Seat at the Table
Impostor Syndrome
Philosophical Underpinnings and Methodology
Narrative Inquiry
Storying and Re-Storying as a Process
Knowledge Community
Shifting Identity
Narrative 2: Checking the Mail
Shifting Identity
Negotiations of Space
Narrative 3: First Author
Negotiations of Space
Setting a Place at the Table
References
7 Musings on the Sidelines: Leadership and Learning During the Tenure-Track Experience
Introduction
The Literature: Emotional Tenure Track
Emotional Process
Emotional Cost
Emotional Leadership
Method: Learning Through Narrative
Reduction of Error and Bias
My Narrative of Becoming a Tenured Associate Professor
The Accidental Teacher
Losing the Precious
The Experienced Novice
Facing Academia
Forced Leadership Act-1
The In-Between Year
Forced Leadership Act-2
The Imposter as a Leader
Recalibrated Leadership
Parting Words: The Refuge
References
8 Bridging the East and the West: Reflections on Learning, Leading, and Life
Bridging the East and the West: Reflections on Learning, Leading, and Life
Journey to the United States Begins in the Downtown Women and Children’s Hospital
Experience and Education
Reciprocal Learning
Narrative Accounts of My Experience
Inquiry Teaching and Learning Story
Narrative Inquiry Story
Reflection
Inquiry Teaching and Learning Tradition in China
Research Method Tradition in China
Final Comments
References
9 Longstanding Lessons of Propriety as a Leader
Introduction
Literature
Authentic Leadership
Role Models and Leadership Values
Recognition
Inclusivity
Fairness
Supportive Opportunities
Summary
Ethical Leadership and Procedural Justice
Bullying
Experiential Acquisition of Leadership Skills
Gendered Leadership Skills
Shadow Leader
Narrative as Methodology
Looking Back: Hesitations, Highlights, and Hindsight
Looking Back
Hesitations
Highlights
Hindsight
Summary
Fast Forward: See no Evil, Hear no Evil, Speak no Evil, Do no Evil?
Fast Forward
Confession
See no Evil
Lesson Applied
Hear no Evil
Lesson Applied
Speak no Evil
Lesson Applied
Do no Evil
Lesson Applied
Summary
Discussion
Concluding Comments
References
10 Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills
Introduction
Leadership
Leadership in the Academy
Professional Learning Communities and Benefits for Introverts and Their Leadership Development
Faculty Academy as Knowledge Community
Research Methods
My Story and Reflections
From the Beginning
Reflection
University and Higher Education
Reflection
Academia
Reflection
Involvement in Professional Organizations
Reflection
Conclusion
References
11 Resiliency and Women: The Journey to Academic STEM Leadership
Introduction
Background of the Problem
Challenges to Persistence and Success
Resiliency Theory
Methodology Derived from Resiliency Theory
Interviews
Participants
Liz Simpson
Jill Lawson
Marleigh Sills
Sharon Mustovich
Results
Responses to Q1
Dr. Sills
Dr. Lawson
Dr. Simpson
Dr. Mustovich
Responses to Q2
Dr. Sills
Dr. Lawson
Dr. Simpson
Dr. Mustovich
Responses to Q3
Dr. Sills
Dr. Lawson
Dr. Simpson
Dr. Mustovich
Recognizing Resiliency
Resources as a Theme in Resiliency
Mentors/Accelerators
Assets as a Theme in Resiliency
Masculine Characteristics
Communication
Sacrifice
Preparation
Flexibility
Discussion
Conclusion
References
12 Leading from the Shadows: School Librarian Leadership
Introduction
Characteristics and Qualities of Effective School Librarians
Leadership Roles of School Librarians
Leadership Responsibilities
Instructional Partner
Teacher
Information Specialist
Program Administrator
Leader
Unrecognized Leadership
Student Academic Growth and School Librarian Leadership
Change Agents
Distributed Leadership
Personal Reflections
References
13 Learning Through Co-teaching as Critical Friends
Introduction
Theoretical Framework
Methodology
Data
Research Questions
Researchers’ Shared Values
Holding Back
Reflective Teaching
A Place to Talk
Conclusions
References
14 Learning and Leading as Teacher Researchers
Research Method: Self-Study in the Narrative Inquiry Vein
Jackie’s Story
Irma’s Story
Design Research
Learning and Leading
Irma
Jackie
Conclusion
References
15 Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program
Introduction
Journey to Physics Education Researcher
From High School Physics Teacher to Higher Education Teacher Preparation
teachHOUSTON Program: STEM Teacher Preparation
Physics Teacher Goals
Building a Physics Teacher Preparation Program
Degree Plans for Physics Majors and Minors with teachHOUSTON
National Science Foundation Noyce Scholarship Program
Physics by Inquiry Course
Results of Collaboration
Extending Collaborative Efforts Through Grants
Conclusion
References
16 teachHOUSTON Alumni: Agents of Change in Secondary STEM Education
Introduction
From Preservice to Master Teacher: A Journey in Teacher Leadership
Paving the Pathway for Teacher Leadership
An Advisor’s Journey—Meeting Students Where They Are
Teacher Leadership
Teacher as Change Agents
Teacher Leaders vs. Teacher Change Agents
Connecting Alumni with Preservice Teachers
Alumni Panel and Teacher Talks
teachHOUSTON Alumni as Mentors
Field-Based Course Mentors
Student Teaching Supervisors
Summer Camp Lead Instructors
Conference Opportunities
Induction Support
Rationale
New Teacher Academy, Networking, and Mentoring Hotline
Conclusion
References
17 Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting a Culture of Evidence
Introduction
Context—Studying Student Teacher Performance Assessment
Methods
Analysis: Identifying Themes and Visualizing Data Sets
Skills Taught and Skills Measured as Indicating the Integration of Coursework and Evaluation
The Quest for Consistency and the Perception of Fair Measurement for All
A Question of Context and Accounting for the Impact of Reform
Looking for Evidence of Student Teacher Growth, and Finding It
Further Evidence that the Expectation of Growth Influences Scoring on Performance Assessments
Further Reflections on Growth and the Student Teaching Experience
Discussion
References
18 Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum
Context/Introduction
Literature
Critical Leaders
Democratic Leaders
Curricular Leaders
Methods
Discussion
Identity
Identity Integration
Relational Pedagogy
Collaborative Knowledge Construction
Mastery
Deconstructing Student Mind
Reconstructing Teacher Mind
Mentoring-Curriculum of Feedback
Creativity
Creativity Through Vulnerability
Tinkering Toward Creativity
Curriculum as Art
Conclusion
References
19 Generous Scholarship: A Counternarrative for the Region and the Academy
Introduction
Research Niche
Research Method
Literature
Betrayal
Generous Scholarship
Generosity in Action
Final Statements
References
20 The Faculty Academy in Review: What, So What, Now What?
Overview
The What Progress Through Professional and Identity-Forming Actions of Learning to Lead
Reciprocal Learning
Experiential Learning
Critical Reflection (on One’s Challenges and Effects of Self-Actions)
Openness to Differing Perspectives
So What
Commitment to the Profession (and to Others)
Authentic Values of Leadership
Social Connections
Relational Bonds
Trust
Now What?
Unknown Future
Conclusion
References
Index

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