Newsletter: February 2012


•       AERA Schedule
•       Research Opportunity – Critical Friend
•       Job Postings
•       Publication Possibilties
•       Upcoming Newsletter

As AERA fast approaches, I imagine many of your are getting ready by finalizing your papers and completing your final travel arrangements. We are looking forward to a great conference this year with self-study sessions highlighted every day of the conference. The following is a brief overview of the Self-Study sessions, including our fabulous Self-Study SIG Business Meeting on Sunday. Look forward to seeing all of you there in beautiful Vancouver. (For those having difficulty reading this Listserv page, the newsletter information is also attached.

AERA SSTEP Presentations Schedule Overview  (for specifics go to and log in to Annual Meeting Program Portal)

Constructing Identities Through Self-Study
Session type: Roundtable Session
Time: Fri, Apr 13 – 12:00pm – 1:30pm
Place: Vancouver Convention Center, Floor Second Level – East Room 1

“Starting With Ourselves”: Perspectives From the Transformative Education/al Studies Project
Session type: Symposium
Time: Sat, Apr 14 – 8:15am – 9:45am
Place: Vancouver Convention Center, Floor Third Level – West Room 305

Showcasing the Diverse Facets of Self-Study Research (Organized by Sharon Cormany Ornelas & James Muchmore as a joint Poster Session Event)
Session type: Poster Session
Time: Sat, Apr 14 – 12:25pm – 1:55pm
Place: Vancouver Convention Center, Floor First Level – East Ballroom B

Improving Science Education Through Self-Study
Session type: Roundtable Session
Time: Sun, Apr 15 – 8:15am – 9:45am
Place: Vancouver Convention Center, Floor First Level – East Ballroom A

When Knowing Is Not Enough: Critical Examination of Self-Study of Practice Methodology
Session type: Symposium
Time: Sun, Apr 15 – 12:25pm – 1:55pm
Place: Vancouver Convention Center, Floor Second Level – West Room 205

Self-Study of Teacher Education Practices SIG Business Meeting: There’s No Meeting Like S-STEP!
Session type: Business Meeting
Time: Sun, Apr 15 – 6:15pm – 7:45pm
Place: Vancouver Convention Center, Floor Second Level – West Room 222

Session type: Poster Session
Time: Mon, Apr 16 – 12:25pm – 1:55pm
Place: Vancouver Convention Center, Floor First Level – East Ballroom B

Writing, Literacy, and Self-Study
Session type: Roundtable Session
Time: Mon, Apr 16 – 2:15pm – 3:45pm
Place: Vancouver Convention Center, Floor First Level – East Ballroom C

Scholars of Studying Teaching Collaborative: A Cross-Disciplinary Initiative to Improve Our Practice as University Instructors
Session type: Symposium
Time: Mon, Apr 16 – 4:05pm – 5:35pm
Place: Vancouver Convention Center, Floor Second Level – West Room 219

Processes and Impacts of Collaborative Self-Study
Session type: Paper Session
Time: Tue, Apr 17 – 8:15am – 10:15am
Place: Vancouver Convention Center, Floor Second Level – West Room 214

Exploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education
Session type: Symposium
Time: Tue, Apr 17 – 10:35am – 12:05pm
Place: Vancouver Convention Center, Floor Second Level – West Room 208&209

Opportunity to Participate as a Critical Friend

Would you like to be our critical friend?

Our research group (more specific Jurrien Dengerink, Fred Korthagen and Mieke Lunenberg) has received a grant of the Netherlands Organisation for Scientific Research (NWO) to conduct a review study on the professional development of teacher educators. We would like to involve S-STEP colleagues as critical friends on two or three moments during our study. Our present idea is that our requests will each take a maximum of half an hour of your time.  If you are interested in being our critical friend, please send an email to Very much appreciated!

Thank you,
Best wishes,

Dr. Mieke Lunenberg
Onderwijscentrum Vrije Universiteit
[Centre for Educational Training, Assessment and Research]
phone +31(0)20-5989222/46
Post Address:
De Boelelaan 1105
1081 HV Amsterdam
Visiting Address:
Prof. E.M. Meijerslaan 2
1183 AV Amstelveen

Job Postings:

The Oakland University Faculty Employment site has the following position that you may be interested in.

Title: Assistant/ Associate Professor of Urban Education

Department: Teacher Develop & Ed Stdy

Posting Number: 0000052

Responsibilities of this faculty position in urban education include: teaching courses for new teachers at undergraduate and graduate levels with a focus on urban education at the Oakland University main campus and at off-campus sites in Detroit; taking a leadership role in working collaboratively with other professionals in urban schools; developing a program of scholarship and publication; acquiring external funding; and providing service within and beyond the university. The salary for this position is dependent upon qualifications and is accompanied by a substantial benefits package.

If you are interested in applying for this position, you can apply for the position on our employment site at:

Assistant/Associate Professor International Elementary Education (Term Faculty)
The George Mason University, College of Education and Human Development is seeking a full-time, term faculty member (Assistant/Associate Professor) to provide teaching, advising and professional development course support services in international elementary education.

The base teaching load would be 4-4-2 during the academic year and summer term, respectively, with a focus on elementary courses in either social studies or literacy, and advanced courses for teachers in Level I of the International Baccalaureate (IB). In addition, the individual in this position would be responsible for mentoring adjunct faculty assigned to teach other sections of elementary methods and IB courses in the FAST TRAIN (FT) program, attending FT elementary education faculty meetings, and contributing to program development efforts in FT elementary education. Professional development course support duties will include coordinating scheduling needs and instructors for professional development courses in the local school districts, and working with distance learning resource personnel to accommodate the needs of teachers internationally and school districts outside of northern Virginia. Opportunities for international research and working with Ph.D. students in international education are also available.

Required qualifications include an earned doctorate in a field related to the position’s teaching assignments, recent experience teaching graduate-level elementary education courses (social studies/literacy and IB), and familiarity with professional development offerings related to instruction and research in international elementary education. Preferred qualifications include experience in international settings and involvement with online learning initiatives.


Great Careers Begin at Mason!
People choose to work at George Mason University for many reasons, and there are even more reasons why they stay for a career including the excitement of being part of a vibrant academic and professional community, surrounded by people whose ideas are shaping tomorrow’s news!

Mason embodies many things, but underlying it all is a commitment to flexibility, creativity, autonomy, and making a difference. Add that to a robust benefits package, a commitment to flexibility as well as work/life options, the opportunity for personal and professional development and you have a career in balance at Mason!

Enrollment is over 32,000, with students studying in over 198 degree programs at campuses in Arlington, Fairfax, Loudoun and Prince William. George Mason University, Where Innovation Is Tradition!

Publication Possibilities

Call for Papers: Responses to a Critical Race Perspective

In each issue of our journal Democracy & Education, we are pleased to feature conversations about topics in democratic education among leading scholars in the field. For our newest issue, we have a recently published a paper on culturally responsive teaching in a teacher education program, and are seeking the submission of responses that extend the conversation about the feature article’s core concerns. Details on the article are below:

There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective
Cleveland Hayes, University of La Verne
Brenda Juarez, University of Massachusetts, Amherst

Abstract: In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and re-creating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy.

– Submit a Response –
Issues of Democracy & Education contain five to six “conversations” between scholars. Feature articles, like the one above, present issues and arguments related to democratic education; responses extend the conversation about the feature article’s core concerns, and can consist of critiques, elaborations, examples, alternate perspectives, or other forms of engagement. We see this kind of sustained, public engagement as crucial to knowledge formation and dialogue in a democracy. We are seeking responses to the article above or any of the newly published articles in this issue in essay (4,000 words) or alternate forms, such as edited videos or artwork. All submissions are peer reviewed. In order to be considered for our next issue, responses would need to be submitted no later than May 1, 2012. You can submit a response at:
We also accept feature article submissions on a rolling basis. Submit articles using the link above.

– About Democracy & Education –
Because we value the open exchange of ideas, Democracy & Education is a fully open access journal: Our content is available free to everyone. View our newest issue online at:
The mission of Democracy & Education is to provoke rigorous, open, and inclusive engagement with the challenges of educating youth in the pre-K-12 age span for active participation in a democratic society. The journal seeks to support and sustain conversations that take as their focus the conceptual foundations, social policies, institutional structures, and teaching/learning practices associated with democratic education.

Kind regards,
The Editors of Democracy & Education
Scott Fletcher, Executive Editor, Lewis & Clark (Portland, OR)
Liza Finkel, Editor, Portland State University (Portland, OR)
PJ Nelsen, Editor, Appalachian State University (Boone, NC)
Jayson Seaman, University of New Hampshire (Durham, NH)

Democracy & Education is a journal for people who can’t imagine two more important things. Find it online at:

Upcoming Newsletter –March 2012
•       AERA Update – In addition to the presentations and business meeting, we will also have a social.
•       Have any news or information you would like to share? Please send information for the next newsletter to Deb Tidwell at

Posted in Newsletters
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