Teaching and Learning: Theory vs. Practice Center for Community Media

In this episode, we talk to Dr. Tanya Baker, the director of national programs at the National Writing Project. In this role, Dr. Baker builds and manages national programs that connect educators to work together on areas of interest and problems of practice.  We discuss current problems of practice and strategize ways to rejuvenate teachers and teaching. Dr. Baker also shares a number of resources for personal and professional growth.
Referenced in this podcast:
Gawande, Atul (2008). Better: A Surgeon's Notes on Performance.Rami, Meenoo (2014). Thrive: 5 Ways to (Re)Invigorate Your Teaching.Baker-Doyle, Kira J., Wasley, Patricia A., Lieberman, Ann, McDonald, Joseph (2011). The Networked Teacher: How New Teachers Build Social Networks for a...

In this episode, we talk to Dr. Paul Zionts, the dean of the College of Education at DePaul University. Dr. Zionts talks about his entry point into the education profession and the craft of teaching. He explains his role as dean in the curricular revision and alignment to new state standards. We also discuss teacher recruitment and retention. 

In this episode, we talk to Dr. Carleton Brown, the school counselor program coordinator in the Educational Psychology and Special Services department of the College of Education at the University of Texas at El Paso. Dr. Brown discusses the more student-centered focus in the American School Counselor Association framework model. He also explains what collaboration looks like among school counselors and teachers and how his school counselor program prepares candidates to be collaborative educators.

In this episode, we talk to Dr. Jeremy Coleman, the Principal of Brookview Elementary School in Indianapolis, Indiana. Drawing upon his experiences with mentoring youth, serving as a correctional officer, coaching, and teaching, Dr. Coleman discusses how theory met practice in his approach as a school administrator. He shares strategies for retention through teachers self-selecting professional development and having a strong sense of community. We also discuss ideas for improving the theory and practice connection in educator preparation.
 
Referenced in this podcast
Greene, Ross (2014). Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help ThemKohn, Alfie (1999). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other BribesYale University Child Study Center (2016). A RESEARCH STUDY BRIEF: Do Early Educators’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? Walter S. Gilliam, PhD; Angela N. Maupin, PhD; Chin R. Reyes, PhD; Maria Accavitti, BS; Frederick Shic, PhD

In this episode, we talk to Dr. Tonya Perry who is the Professor of Secondary English Education and serves as the Executive Director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. Dr. Perry discusses the relationship building as foundational for tough conversations. She shares poignant stories from co-writing Teaching for Racial Equity, facilitating professional development, and being Teacher of the Year.  Dr. Perry offers strategies for having meaningful conversations. 
Referenced in this podcast
Perry, Tonya; Zemelman, Steve; Smith, Katy (2022). Teaching for Racial Equity
Becoming Interrupters.

In this episode, we talk to Dr. Gary Higham, Associate Director of Clinical Experiences, Student teaching, and partnerships at Illinois State University. Dr. Higham describes available teacher education program pathways at Illinois State University, which serves as a large-scale model for smaller, regional institutions such as Governors State University.  We discuss possible challenges in finding field experience placements for so many students. Dr. Higham explains the “pay it forward” mentality that keeps educator preparation programs going and the incentives that districts and universities can use to attract mentors to new teacher development.