DEGARMO LECTURE AND AWARD

Chair: Brian Schultz

brian.schultz@miamioh.edu

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 lecture 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.

DeGarmo Lecture Titles

Chezare Warren, Associate Professor, Vanderbilt University, Empathy in Black: Race and the Spectacle of Human Connection, 2024

Professor João M. Paraskeva, University of Strathclyde, Glasgow, UK, 2022

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 21^st 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

RAYWID AWARD

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

Mary Anne Raywid Award Recipients

Robert J. Helfenbein, Mercer University, 2024

Rachel Endo, University of Washington, Tacoma, 2023

M. Francyne Huckaby, Texas Christian University, 2022

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

 

WISNIEWSKI AWARD

The Wisniewski Teacher Education Award of The Society of Professors of Education (SPE) is presented annually to recognize and honor an outstanding teacher education program at a college or university. The purpose of the Award, as created by the SPE Board, is to select and honor, each year, an institution which has made a significant contributions to the theory and practice of teacher education. The criteria used by the Wisniewski Committee focus specifically on the integration of theory and practice, strength of foundational study, and effective innovation in the field of teacher education. The annual recipient is selected by the SPE’s Wisniewski Teacher Education Award Committee, based on nominations from the teacher education community and/or self-nominations.  The Award is named for Richard Wisniewski, a past president and treasurer of SPE, the former Dean of the College of Education at University of Tennessee, and Past President of the American Association of Colleges of Teacher Education.

Application Requirements:
A description of the program that identifies its core principles, key ideas that were used as foundations for developing the program, and examples of how these principles are manifested in courses and field experiences (no more than 2-4 pages, suggested).

Please send nominations via email to committee chair Rob Helfenbein (helfenbein_rj@mercer.edu) no later than February 1, 2024.

Wisniewski Award Recipients

Loyola University Maryland, M.A. Program in Curriculum and Instruction for Social Justice, 2024

Technology in Teacher Education program at Texas A&M University, 2023

Curriculum & Instruction Program, F. Todd Goodson, Kansas State University, 2022

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