CCNY SCHOOL OF EDUCATION SPONSORS NEW JOURNAL ON TEACHER EDUCATION
Professor Beverly Falk Serves As Editor
NEW YORK, March 25, 2005 – Furthering its mission of preparing people to teach in diverse communities, The City College of New York’s (CCNY) School of Education has launched The New Educator, a new journal focused on the challenges of developing and supporting talented and motivated new educators. Dr. Beverly Falk, CCNY Professor of Education, serves as editor. Taylor & Francis Group, an international publisher of academic journals and book, is the publisher. The journal, which will be issued quarterly, debuted in January.
The New Educator launches “at a moment in time when our nation’s educational enterprises are faced with great challenges,” noted Professor Falk. “Not only must schools confront the needs, demands and expectations of the public, but they must do so while unrelenting attention is paid to educational issues by politicians and the media.”
Because the quality of teachers directly impacts the quality of learning in the classroom, and because more than one million new teachers will be needed in the coming decade, teacher education has become a big issue, she continued. “Our emphasis is on what it takes to create quality educators. We are addressing the issue not just from the voice of the researchers but also from the point of view of practicing educators and administrators.”
“The journalgrew as a response to tremendous pressure experienced by cities and school districts across country not only to fill an increasing number of vacancies but also to do so with well-qualified candidates and ensure that they stay,” added Dr. Alfred S. Posamentier, Dean of the CCNY School of Education. “City College is an appropriate sponsoring institution as our work is focused primarily on educating educators in the largest urban school district in the nation.”
The New Educator publishes research articles, essays, commentaries, reports, program descriptions, reflective narratives, humor, interviews, and book and resource reviews. Professor Falk said she is seeking materials that: link theory with practice, are useful and accessible to the field, are generated through practice and reflect the needs and perspectives of the diverse communities served by educational institutions.
Among the first issue’s highlights:
· Linda Darling-Hammond of Stanford University writes about the wide disparities in the quality of teacher training and how they affect educational quality. She points out that 30 states issue emergency and temporary licenses to people with little or no preparation, filling 50,000 vacancies “each year with teachers who do not meet basic requirements. The vast majority of these recruits work in schools serving low-income and minority children,” she adds.
· In an interview with City College’s Alexandra Miletta, University of Michigan Professor Virginia Richardson calls for “institutions that prepare teachers for urban areas…to work in partnership with the school districts and social system to help develop more “remarkable” teachers.”
· Sonia Nieto of University of Massachusetts challenges the Bush administration’s definition of “highly qualified teacher” as being “incomplete and inadequate.” She calls on educators to “rethink professional development” and incorporate issues other than just curriculum and pedagogy.
· Jennifer Good of Auburn University and Joan Bennett of Ogletree Elementary School in Auburn, Ala., describe a model for a university-based professional center that allows teachers to “talk freely about their classroom experiences in a safe, non-threatening environment.
· Mistilana Sato of Stanford advocates a new leadership model “that allows novice teachers to see themselves as proactive decision makers who
can influence others.” The “practical leadership” model she describes carries a framework “different from current typical teacher leadership programs.”