Call for Papers – 2013/2014

**With the upcoming Thanksgiving Holiday the deadline for submissions has been extended to December 7, 2013**

Dear Members and Friends of the Society of Professors of Education,

The Society of Professors of Education scholarly papers to be presented at the SPE meeting during the AERA Annual Conference in Philadelphia, Pennsylvania Thursday, April 3 – Monday, April 7, 2014.

Founded in 1902, the Society of Professors of Education (SPE) is a professional and academic association open to all persons engaged in teacher preparation, curriculum studies, educational foundations, and related activities. The Society’s primary goal is to provide a forum for consideration of major issues, tasks, problems, and challenges confronting professional educators. SPE is an interdisciplinary organization. Its members include both scholars and practitioners in education.

We welcome paper proposals related to the education of children, teachers, administrators, professors, adults, policy makers, and the public at large.

Proposals should identify the rationale and summarize the substance of the paper being offered for review. Proposals should not exceed 1500 words.

You do not need to be a member of the Society of Professors of Education to submit a proposal (although you will be required to join should your paper be accepted).

The deadline for proposals is: 7 December 2013. Proposals should be sent via email to: Jim Garrison at

Submitters will be notified whether or not their paper was selected no later than 21 January 2014.

**With the upcoming Thanksgiving Holiday the deadline for submissions has been extended to December 7, 2013**



In addition to submitting your work, another way that you can help the Society is to volunteer as a proposal reviewer. The review process will take place soon after the deadline.

Spread the Word – Please send this email to your colleagues and students.

Please visit our website at:

Sincerely yours,

Jim Garrison, Coordinator
2013 Program Meeting

Society of Professors of Education Book Award

Chair:  Pamela Konkol, Concordia University Chicago

2020 Outstanding Book Awards 

Adesope, O. O., & Rud, A. G. (2019). Contemporary technologies in education: Maximizing student engagement, motivation, and learning. Palgrave Macmillan.

Anderson, G. & Cohen, M. (2018). The new democratic professional: Confronting Markets, Metrics, and Managerialism. Teachers College Press.

DeLeon, A. (2018). Subjectivities, Identities, and Education after Neoliberalism. Rising from the Rubble. Routledge.

deMarrais, K., Brewer, T. J., Herron, B. A., Atkinson, J. C., and Lewis, J. A. (2019). Philanthropy, Hidden Strategy, and Collective Resistance, A Primer for Concerned Educators. Myers Education Press.

Dotts, B. W. (2019). Educational Foundations. Philosophical and Historical Perspectives. Cambridge University Press.

García, D. (2018). Strategies of Segregation: Race, Residence, and the Struggle for Educational Equality. University of California Press.

Greteman, A. (2018). Sexualities and Genders in Education Towards Queer Thriving. Palgrave.

Hughes, S. A. & Pennington, J. (2017). Autoethnography: Process, product and possibility for critical social research. Sage Publications

Love, B. (2019). We Want to Do More Than Survive. Abolistionist Teaching and the Pursuit of Educational Freedom. Beacon Press.

Martuesewicz, R. A. (2019). A Pedagogy of Responsibility. Wendell Berry for EcoJustice Education. Routledge.

Michie, G. (2019). Same as it Never Was. Notes on a Teacher’s Return to the Classroom. TCPress

Sameshima P., Maarhuis, P., & Wiebe, S. (2019). Parallaxic praxis: Multimodal interdisciplinary pedagogical research design. Vernon Press.

Smith, D., Caruthers, L., and Fowler, S. (2019). Womanish Black Girls. Women Resisting the Contradictions of Silence and Voice. Myers Education Press.

Tucker-Raymond, E. and Gravel, B. (2019). STEM Literacies in Makerspaces. Implications for Learning, Teaching, and Research. Routledge.

2020 Honorable Mentions 

Carr, Paul R. & Thésée, Gina. (2019). “It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy? Myers Education Press.

Iorio, J. M. and Parnell, W. (2017). Meaning Making in Early Childhood Research: Pedagogies and the Personal. Routledge.

Sameshima, P., White, B., & Sinner, A., (Eds.). (2019). Ma: Materiality in teaching and learning. New York, NY: Peter Lang.

2019 Outstanding Book Award

Blair, E. (Ed.). (2018). By the light of the silvery moon: Teacher moonlighting and the dark side of teachers’ work. Gorham, ME: Myers Education Press.

Bullough, R. V., & Rosenberg, J. R. (2018). Schooling, democracy, and the quest for wisdom: Partnerships and the moral dimension of teaching. New Brunswick, NJ: Rutgers University Press.

Cochran-Smith, M., et al. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.

Fitz-Gibbon, J. H. (2017). Corporeal punishment, religion, and United States public schools. Cham, Switzerland: Palgrave Pivot.

Gershon, W. S. (2017). Curriculum and students in classrooms: Everyday urban education in an era of standardization. Lanham, MD: Lexington Books.

Hinchey, P. H., & Konkol, P. J. (2018). Getting to where we meant to be: Working toward the educational world we imagine/d. Gorham, ME: Myers Education Press.

Jorgensen, C. G. (2017). Discovering John Dewey in the twenty-first century: Dialogues on the present and future of education. New York, NY: Palgrave Macmillan.

Kridel, C. (Ed.). (2018). Becoming an African American progressive educator: Narratives from 1940s Black progressive high schools. Columbia, SC: University of South Carolina Museum of Education.

McRae, E. G. (2018). Mothers of massive resistance: White women and the politics of white supremacy. New York, NY: Oxford University Press.

Rice, S., & Rud, A. G. (Eds.). (2018). Educational dimensions of school lunch: Critical perspectives. Cham, Switzerland: Palgrave Macmillan.

Tienken, C. H. (2017). Defying Standardization: Creating Curriculum for an Uncertain Future.
Lanham, Maryland: Rowman & Littlefield.

Tienken, C. H.  & Mullen, C.A. (Eds.). (2016). Education policy perils: Tackling the tough issuesNew York: Routledge & Kappa Delta Pi.

2019 Honorable Mentions

Dei, G.J.S., & Jaimungal, C. (2018). Indigeneity and decolonial resistance: Alternatives to colonial thinking and practice. Gorham, ME: Myers Education Press.

Gershon, W. S. (2018). Sound curriculum: Sonic studies in educational theory, method, & practice. New York, NY: Routledge.

Rankin, J. G. (2018). Sharing your education expertise with the world: Make research resonate and widen your impact. New York, NY: Routledge.

SooHoo, S., Huerta, P., Huerta-Meza, P. M., Bolin, T., & Stockbridge, K. (2018). Let’s chat: Cultivating community university dialogue. Gorham, ME: Myers Education Press.

You, Z., Rud, A. G., & Hu, Y. (2018). The philosophy of Chinese moral education: A history. New York, NY: Palgrave Macmillan.

2018 Outstanding Book Award
Casey, Z. A. (2017). A Pedagogy of Anticapitali$t Antiracism Whiteness, Neoliberalism, and Resistance in Education. NY: SUNY Press.
English, A. and Waks, L. (2017). John Dewey’s Democracy and Education: A Centennial Handbook. Cambridge University Press.
Hartlep, N. D., Eckrich, L. L. T., Hensley, B. O. (Eds.). (2017)  The Neoliberal Agenda and the Student Debt Crisis

in U. S. Higher Education. Routledge.

Farenga. S. J. and Ness. D. (Eds). (2017). Alternatives to Privatizing Public Education and Curriculum A Festschrift in Honor of Dale D. Johnson. Informa UK Limited.
Gallegos, B. (2017). Postcolonial Indigenous Performances, Coyote Musings on Genizaros, Hybridity, Education, and Slavery? Boston, Sense Publishers.
Schultz, B. (2017). Teaching in the Cracks:  Openings and Opportunities for Student-Centered, Action-Focused Curriculum. Teachers College Press.
Sensoy, O. and DiAngelo, R. (2017). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education, Second Edition. Teachers College Press.
Tillett, W. (2017). Living the Questions: Dispatches from a Life Already in Progress. Information Age.
Waks, L. (2016). The Evolution and Evaluation of Massive Open Online Courses: MOOCs in Motion (The Cultural and Social Foundations of Education). Palgrave,
Warren, C. (2017). Urban Preparation: Young Black Men Moving from Chicago’s South Side to Success in Higher Education. Harvard University Press.
2018 Honorable Mentions
Boerman-Cornell, B. Kim, J. and Manderino, M. (2017). Graphic Novels in High School and Middle School Classrooms. Rowman and Littlefield.
Cypres, A. T. (Ed). (2016).  Leadership: Learning, Teaching, and Practice. Information Age.
Rajan, R. (2016). From Backpacks to Broadway.  Children’s Experiences in Musical Theatre. Rowman and Littlefield.
Sameshima, P., Fidyk, A., James, K., and Leggo, C. (Eds). (2017). Poetic Inquiry: Enchantment of Place.  Vernon Press.
Mullen, C. (2017). Creativity and Education in China Paradox and Possibilities for an Era of Accountability. Routledge.
Sigurdsson. G. (2015). Confucian Propriety and Ritual Learning. SUNY Press.


2017 Outstanding Book Award

Cameron, E., & Russell, C. (2016). The fat pedagogy reader: Challenging weight-based oppression through critical education. New York, NY: Peter Lang.

De Lissovoy, N., Means, A. J. & Saltman, K. (2015). Toward a new common school movement. Boulder, CO: Paradigm Publishers.

Douglas, T.M.O. (2016). Border-crossing brothas: Black males navigating race, place and complex space. New York, NY: Peter Lang.

Hinchey, P.H. (2016). A critical action research reader. New York, NY: Peter Lang.

Jones, S., & Woglom, J. F. (2016). On mutant pedagogies: Seeking justice and drawing change in teacher education. Rotterdam, Netherlands: Sense Publishers.

Michael, A. (2015). Raising race questions: Whiteness and inquiry in education. New York, NY: Teachers College Press.

Ng-a-Fook, N., Ibrahim, A., & Reis, G. (2016). Provoking curriculum studies: Strong poetry and the arts of the possible in education. New York, NY: Routledge.

Rice, S., & Rud, A. G. (2016). The educational significance of human and non-human animal interactions: Blurring the species line. New York, NY: Palgrave Macmillan.

Spring, J. (2015). Economization of education: Human capital, global corporations, skills-based schooling. New York, NY: Routledge.

Wu, J. (2016). Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in Southwest China. Albany, NY: SUNY Press.

2017 Honorable Mentions

Matias, C. E. (2016). Feeling white: Whiteness, emotionality, and education. Rotterdam, Netherlands: Sense.

Neal, L. I., Militz-Frielink, S., Moore, A. L., Avila, K., Colompos, M., & Walter, S. (2016). Borders, bras, and battles: A practical guide to mentor undergraduate women to achieve career success. Baltimore, MD: Apprentice House.

Rankin, J. G. (2017). First aid for teacher burnout: How you can find peace and success. New York, NY: Routledge.

Shaker, G. G. (Ed.). (2015). Faculty work and the public good. New York, NY: Teachers College Press.

Shiller, J. T. (2016). The new reality for suburban schools: How suburban schools are struggling with low-income students and students of color in their schools. New York, NY: Peter Lang.

2016 Outstanding Book Award

Fernandez, A. and Lutz, C. (2015). Schooled: Ordinary, Extraordinary Teaching in an Age of Change. TC Press.

Iorio, J.M. & Parnell, W. (Eds.) (2015). Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice. Palgrave Macmillan.

Laura, C. (2014). Being Bad: My Baby Brother and the School to Prison Pipeline. TC Press.

McLaren, P. (2015). Pedagogy of Insurrection: From Resurrection to Revolution. Peter Lang.

Nunez, I., Michie, G., and Konkol, P. (2015) Worth Striking For: Why Education Policy is Every Teacher’s Concern. TC Press

Schubert, W., He, M. F., and Schultz, B. (2015). The SAGE Guide to Curriculum in Education. SAGE.

Sullivan, S. (2014). Good White People. The Problem with Middle-Class White Anti-Racism. SUNY Press

Waks, L. (Ed.) (2015). Listening to Teach: Beyond Didactic Pedagogy. SUNY Press

2016 Honorable Mention

Aviles, A. (2015). From Charity to Equity: Race, Homelessness, and Urban Schools. TCPress.

Gerstl-Pepin, C and Reyes, C. (2015). Reimagining the Public Intellectual in Education. Peter Lang.

Laird, Susan. (2015). Mary Wollstonecraft. Bloomsbury.

Oberg de la Garza, T. Lavigne, A. (2015). Salsa Dancing in Gym Shoes: Exploring Cross-Cultural Missteps in the Classroom.

O’Hara, K.E. [Ed.] (2014) Teacher evaluation: The Charge and the Challenges. Peter Lang. 

2015 Outstanding Book Award

Jean Anyon. Radical Possibilities: Public Policy, Urban Education, and a New Social Movement. Routledge.

Alan Block. The Classroom: Encounter and Engagement. Palgrave.

Noah De Lissovoy. Education and Emancipation in the Neoliberal Era. Palgrave.

Sonia Nieto. Why we teach now. New York: Teachers College Press.

Isabel Nunez, Crystal Laura, & Rick Ayers. Diving In: Bill Ayers and the Art of Teaching into the Contradiction. New York: Teachers College Press.

2015 Honorable Mentions

Conra Gist. Preparing Teachers of Color to Teach. Palgrave.

Kate Phillippo.  Advisory in Urban High Schools: A Study of Expanded Teacher Roles. Palgrave.

2014 Outstanding Book Award
Robert Lake and Tricia Kress, Paulo Freire’s Intellectual Roots: Towards Historicity in Praxis
Philip Atbach, Gregory Androushchak, Liz Reisberg, and Maria Yudkevich, The Global Future of Higher Education and the Academic Profession: The BRICs and the United States
Kerry T. Burch, Democratic Transformations: Eight Conflicts in the Negotiation of American Identity
Peter W. Cookson, Jr., Class Rules: Exposing Inequality in American High Schools
Simone Weil Davis and Barbara Sherr Roswell,  Turning Teaching Inside Out: A Pedagogy of Transformation for Community- Based Education
Melissa Valiska Gregory, Teaching Excellence in Higher Education
Daisaku Ikeda, America Will Be!: Conversations on Hope, Freedom, and Democracy
James C. Jupp, Becoming Teachers of Inner-City Students: Life Histories and Teacher Stories of Committed White Teachers
John Kuhn, Fear and Learning in America: Bad Data, Good Teachers, and the Attack on Public Education
Alexander J. Means, Schooling in the Age of Austerity: Urban Education and the Struggle for Democratic Life
Richard D. Osguthorpe and Matthew N. Sanger, The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners
Micah Uetricht, Strike for America: Chicago Teachers Against Austerity


2013 Outstanding Book Award


Kerry Burch, Democratic Transformations: Eight Conflicts in the Negotiation of American Identity (Bloomsbury)


Peter Cookson, Jr., Class Rules: Exposing Inequality in American High Schools (TC Press)

2012 Inaugural Winners

Book Cover2

Rud, A. G., & Garrison, Jim (eds). (2012). Teaching with reverence: Reviving an ancient virtue for today’s schools. New York: Palgrave Macmillan.

Book Cover 3

Zhao, Y. (2012).   World Class Learners: Educating Creative and Entrepreneurial Students.  Thousand Oaks, CA: Corwin Press 

Book Cover 4

Breault, D. A. & Callejo Perez, D. M. (2012). The Red Light in the Ivory Tower: Contexts and Implications of Entrepreneurial Education, Peter Lang.


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Michie, G. (2012). We Don’t Need Another Hero: Struggle, Hope and Possibility in the Age of High-Stakes Schooling. Teachers College Press.

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Cameron, J. (2012). Canaries reflect on the mine: Dropouts’ stories of schooling. Charlotte, NC: Information Age Publishing.

Book Cover 5

Schultz, B. D. (Ed.). (2011). Listening to and learning from students. Charlotte, NC: Information Age Publishing. 


Book Cover

Ramirez, L.G., Flores, Y., Gamboa, M., Gonzalez, I., Perez, V., Ramirez-Castaneda, M., & Vital, C. (2011). Chicanas of 18th Street: Narratives of a Movement from Latino Chicago. University of Illinois Press.

The DeGarmo Lecture Award

Established in 1975, The DeGarmo Lecture is an annual statement on a problem or issue of special current concern to the education professoriate, offered by a prominent and distinguished figure in American Education. The DeGarmo Lecture is published by the Society and distributed to its members. The series is named for Charles DeGarmo, a Professor of the Science and Art of Education, and the first president of the National Society of College Teachers of Education in 1902.

Chair: William Schubert, Univ. of Illinois at Chicago

DeGarmo Lecture Titles 

Isabel Nunez, Purdue University Fort Wayne, Coyote Lessons: Bernardo Gallegos and the Trickster as Teacher, 2020.

Brian Schultz, Miami University, Spectacular things, teaching in the cracks, and a need to push back, 2019.

Jason Goulah, DePaul University, Language education into the anthropocene: Possibilities and perspectives from Sokahumanism at the “posthumanist” turn, 2018.

Bernardo Gallegos, National University, Education and the struggle for America: Coyote musings on imperialism, race, and teaching, 2017.

Christine Sleeter, California State University Monterey Bay, Situating oneself in a critical multicultural history, 2016.

Kevin Kumashiro, University of San Francisco, Reframing educational reform, 2015.

Joel Spring, City University of New York, Global education: Corporatization of the global worker and family, 2014

[No Lecture given in 2013]

Kennith Zeichner, University of Washington, Two visions of teaching and teacher education for the 21st century, 2012

William H. Schubert, University of Illinois at Chicago, The Society of Professors of Education: Distinguished past and promising possibilities, 2011

Larry Cuban , Stanford University, Tinkering Toward Utopia: The 2010 Version, 2010

Gerald Bracey, High/Scope Educational Research Foundation, Getting the word out: Countering fear mongers about American public schools, 2009

Jim Garrison, Virginia Tech University, Rethinking care, motivation, and encounters across difference, 2008

Philip W. Jackson, University of Chicago, Rethinking Education, 2007

Linda Darling-Hammond, Stanford University, Powerful preparation: The university’s new role in transforming public education, 2006

Michael Fullan, University of Toronto, System thinkers in action: The road to sustainability, 2005

Jeannie Oakes, UCLA, Education for all on equal terms: Voices from the struggle 50 years after Brown, 2004

Lee Shulman, Carnegie Foundation for the Advancement of Teaching, Educational research and the scholarship of education, 2003

Sonia M. Nieto, University of Massachusetts, Language, culture and teaching: Critical perspectives for teacher education, 2002

Frederick D. Erikson, UCLA, Learning to collaborate with teachers in the representation of their work: Reflections of the continuing education of a professor of education, 2001

David Berliner, Arizona State University, The silence of the lambs: What business is doing to our schools, 2000

Yvonna S. Lincoln, Texas A & M University, Seeking a new discourse for the professoriate: Is change possible? 1999

Nel Noddings, Stanford University, Taking place seriously, 1998

Michael W. Apple, University of Wisconsin, Madison, The politics of education in a conservative age, 1997

Vito Perrone, Harvard University, Reflections on teaching, 1996

Jane Roland Martin, University of Massachusetts at Boston, There’s too much to teach: Culture wealth in an age of scarcity, 1995

Edmund W. Gordon, Yale University and CUNY, Culture and the sciences of pedagogy, 1994

Thomas F. Green, Syracuse University, Public speech, 1993

Arthur G. Wirth and Arthur Brown, Beyond the vocational and the technical (Tribute to Robert H. Beck), 1992

Deborah Meier, Central Park East, Secondary School, NYC, To be a good teacher, 1991

Maxine Greene, Columbia University, Retrieving the language of compassion – the education professor in search of community, 1990

Gerald Grant, Two dilemmas of equal educational oportunity, 1989

Andrew G. Wirth, Washington University, The violation of people at work in schools, 1988

K. Patricia Cross, Using assessment to improve instruction, 1987

Robert H. Anderson, The education professoriate: A leap toward prosperity, 1986

Lawrence E. Metcalf, Peace education within a war system, 1985

Theodore R. Sizer, High school reform and the reform of teacher education, 1984

Phillip G. Smith, Indiana University, Moral theory for public education, 1983

R. Freeman Butts, Teachers College, Columbia University, Teacher education and the revival of civic learning, 1982

Kenneth D. Benne, From pedagogy to anthropology: A challence for the education professoriate, 1981

B. Othanel Smith, University of Illinois, Now is the time to advance pedagogical education, 1980

Harry S. Broudy, University of Illinois, What do professors of education profess? 1979

John I. Goodlad, UCLA, Accountability: an alternative perspective, 1978

[The De Garmo Lecture was not given in 1977.]

Marian L. Martinello, University of Texas San Antonio, Asking impertinent questions: A purpose of the professorate, 1976

Carl H. Gross, Michigan State University, Where are you – Now that we need you? 1975

The Mary Anne Raywid Award and Lecture

The Mary Anne Raywid Award and Lecture is named for Mary Anne Raywid, Hofstra University Professor Emerita and Past president of the Society of Professors of Education (1978-9). The award recognizes individuals who have made outstanding contributions to the study of education.

Chair: Ming Fang He, Georgia Southern University

The Lecture for this Award was discontinued after 2013 in an effort to create more program time*.

Mary Anne Raywid Award Recipients

Denise Taliaferro Baszile, Miami Univeristy, 2020*

Pamela Konkol, Concordia University Chicago, 2019*

Ming Fang He, Georgia Southern University, 2018*

Robert C. Morris, University of West Georgia, 2017*

George Noblit, University of North Carolina, Chapel Hill, 2016*

Janet L. Miller, Teachers College, Columbia University, 2015*

Edmund C. Short, Emeritus, Pennsylvania State University, 2014*

Craig Kridel, University of South Carolina, Explorations and responsibilities: Advocacy research and the Black High School Study, 1940-1948, 2013

William H. Watkins, University of Illinois at Chicago, Social reconstructionism: Issues and problems, 2011

Joel Spring, Queens College and The Graduate Center, City University of New York, The globalization of education, 2009

Daniel Tanner, State University of New Jersey, Rutgers, Where are the GREAT college presidents? 2008

William H. Schubert, University of Illinois at Chicago, Sources of wonder that keep the professoriate alive and relevant, 2007

Geneva Gay, University of Washington, Rethinking the past in light of present realities and future possibilities, 2006

Wayne J. Urban, Georgia State University, The Educational Policies Commission 1936-1968: An autopsy, 2005

Bill Pinar, Louisiana State University, The gender and racial politics of contemporary school reform, 2004

O.L. Davis, Jr., University of Texas at Austin, American schools in wartime: study and more, 2003

Faustine Jones-Wilson, Howard University, Characteristics of schools/programs that successfully serve low income urban African Americans, 2002

Douglas J. Simpson, University of Louisville, John Dewey’s view of the teacher as artist, 2001

Herbert Kliebard, University of Wisconsin, Madison, The failure and the promise of educational reform, 2000

William Hare, Mount St. Vincent University, The teachers our children need, 1999

Gloria Ladson-Billings, University of Wisconsin, Madison, From practice to theory to practice, 1997

Maxine Greene, Teachers College, Columbia University, Resisting the one-dimensional: Education and multiplicity, 1996


The Wisniewski Award for Teacher Education

The Wisniewski Award is named for Richard Wisniewski, Past president and treasurer of SPE, past president of AACTE and former Dean of the College of Education at the University of Tennessee. The purpose of the award is to recognize an institution that has made “singularly significant contributions to the theory and practice of teacher education.” This award is awarded annually.

Chair: Candace Schlein ( & Vicki Trinder (

<<Click on the link below for the call >>

Wisniewski Teacher EducationAward Call 2021

Wisniewski Award Recipients

Language & Literacy Program, Texas Christian University, 2016

Early Childhood Education Program, Dept. of Educational Theory and Practice, University of Georgia, 2016

Elementary Certification Master’s Program, Indiana University, Indiana, 2014 

National Education Policy Center, 2014

Received by James Hiebert, the Robert J. Barkley Professor at the University of Delaware School of Education on behalf of the Mathematics Education Undergraduate Program for Elementary Teachers, 2013

The National Center for Fair and Open Testing (Fair Test), Jamaica Plain, Massachusetts, 2012

Graduate School of Education and Counseling, Lewis and Clark College, Portland, Oregon, 2011

College of Education and Human Services, Montclair State University, Montclair, New Jersey, 2010

Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, Ontario, Canada, 2009

Architects of Change, The John H. Lounsbury School of Education, Georgia College & State University, Milledgeville, Georgia, 2008

Jacob Hiatt Center for Urban Education at Clark University, Worcester, Massachusetts, 2007

Institute for Educational Inquiry, Seattle, Washington, 2006

Southern Maine Partnership, University of Southern Maine, 2005

Urban Teacher Education Program, University of Maryland, Baltimore County, 2004

Master in Teaching (MIT) Program, Evergreen State College, Olympia, Washington, 2003

Department of Education, Trinity University, San Antonio, Texas, 2002

Bank Street College of Education, New York, 2001

Collaborative Teacher Education Program for Urban Communities of the University of Wisconsin-Milwaukee, 2000