27.2610, FYI: Call For Papers: edTPA Language Teacher Education

Wed Jun 15 14:44:43 UTC 2016

LINGUIST List: Vol-27-2610. Wed Jun 15 2016. ISSN: 1069 - 4875.

Subject: 27.2610, FYI: Call For Papers: edTPA Language Teacher Education

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Date: Wed, 15 Jun 2016 10:44:37
From: Pete Swanson [pswanson at gsu.edu]
Subject: Call For Papers: edTPA Language Teacher Education

Call for Chapter Proposals

Proposal Submission Deadline: August 15, 2016

Researching edTPA Problems and Promises: Perspectives from ESOL, English, and
WL Teacher Education

A book edited by Drs. Peter Swanson (Georgia State University, U.S.A.) & Susan
A. Hildebrandt (Illinois State University, U.S.A.)

To be published by Information Age Publishing Inc.: 

http://www.infoagepub.com/current-calls.html 

Introduction

edTPA is a high-stakes assessment that influences teacher preparation programs
across the United States, yet there is a dearth of research on its use and
implications in every content area, especially in English to Speakers of Other
Languages (ESOL), English Language Arts, and Classical/World Language, the
three foci of this book. These three critical content areas inform
communication across disciplinary boundaries and teach K-12 students to
express ideas in written and spoken forms. Thus, the research contained in
this volume can help serve as a guide for program directors who express angst
about how to incorporate edTPA into existing teacher education programs, how
to overcome obstacles to teacher candidate success, and how to support teacher
candidates as they create portfolios. 

Teacher effectiveness and licensure continue to be scrutinized at the state
and national levels. At present, 38 states and the District of Columbia are
participating in edTPA, with about a dozen using it to inform licensure or
certification decisions (American Association of Colleges for Teacher
Education, n. d.). This teacher performance assessment concerns teacher
education programs across the country. Composed of planning, instruction, and
assessment tasks, edTPA portfolios provide evidence of teacher candidate
readiness in three areas: (1) intended teaching, (2) enacted teaching, and (3)
the impact of teaching on student learning. Teacher candidates create
extensive portfolios that include written commentaries explaining each task
and video excerpts of a recorded teaching event. Teacher candidates must
submit evidence to show their teaching prowess and pay $300 to Pearson
Education for their portfolio to be evaluated by external reviewers.

Objectives of the Book

The goal of this volume is to broaden the edTPA discussion around language
teacher preparation issues and the complexities of preparing language
teachers. To that end, the editors invite papers that (1) explore critical
issues in English Language Arts, ESOL, and Classical/World Language teacher
preparation and assessment at all levels (K-16) AND (2) provide strategies for
teacher educators inside and outside of higher education. The audience for
this book ranges from faculty in traditional teacher education programs to
school district personnel tasked with preparing provisional certified and/or
student teachers to policymakers at state and federal levels. 

Suggested topics include, but are not limited to, the following:
- ESOL teacher candidates’ literacy skills in their native language and the
edTPA.
- Formative activities to prepare candidates for the edTPA.
- World Language edTPA and teacher candidates’ literacy skills in the target
language.
- The preparation of language teachers by school district personnel.
- Supporting non-native speakers of English as teacher candidates.
- English Language Learners and edTPA.
- Supporting non-native English speakers throughout teacher preparation.
- Content-based instruction and teaching English language learners.
- World Language edTPA and the Integrated Performance Assessment: A model for
success.
- Complexities and language demands associated with the English Language Arts
edTPA
- Communicative proficiency development and edTPA.
- Specific challenges faced by program coordinators and teacher candidates
have when developing edTPA portfolios. 

Submission Procedure

Researchers and practitioners are invited to submit, on or before August 15,
2016, a chapter proposal (1-3 pages, including references) clearly explaining
the research-based edTPA problems and promises (solutions) of English Language
Arts, ESOL, and Classical/World Language teacher education and development.

Authors of accepted proposals will be notified by September 15, 2016 about the
status of their proposals and sent chapter guidelines. Full chapters, ranging
from 8000 to 10,000 words each including title, abstract, manuscript, and
references, are expected to be submitted by February 15, 2017. Please use APA
style guidelines. Include a separate title page with author contact
information. Authors should submit chapter proposals to both editors: 

Pete Swanson, Ph.D. (pswanson at gsu.edu) 
Susan A. Hildebrandt, Ph.D. (shildeb at ilstu.edu)

Important Dates

August 15, 2016: Proposal Submission Deadline
September 15, 2016: Notification of Acceptance
February 15, 2017: Full Chapter Submission 
March 15, 2017: Review Results Returned
April 30, 2017: Final Chapter Submission
May 30, 2017: Final Deadline

Linguistic Field(s): Language Acquisition

Subject Language(s): English (eng)

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