Angela Calabrese Barton’s article “Rethinking High Leverage Practices in Justice-Oriented Ways” selected as the recipient of the JTE Article of the Year Award
The American Association of Colleges for Teacher Education (AACTE) announced the article “Rethinking High-Leverage Practices in Justice-Oriented Ways” is the recipient of the 2021 AACTE Outstanding Journal of Teacher Education Article Award. Published in the September/October 2020 issue of the journal, the authors of the article, Angela Calabrese Barton, Ph.D., of University of Michigan; Edna Tan, Ph.D., of University of North Carolina at Greensboro; and Daniel J. Birmingham, Ph.D., of Colorado State University were presented with the award at the virtual AACTE 73rd Annual Meeting.
“There is much to admire and value about the scholarship that Calabrese Barton, Tan, and Birmingham report in this award-winning piece,” said Elizabeth Birr Moje, dean of the School of Education, University of Michigan. “Their ambitious pursuit of justice-oriented teaching practice, conducted in partnership with teachers, makes invaluable contributions to our understanding of how educators engage in socially transformative teaching.”
For 25 years, AACTE has honored its member institutions, leaders, and individuals who make bold, exceptional, and revolutionary contributions to the field of educator preparation. This award is given annually by AACTE to recognize exemplary scholarship published in the Journal of Teacher Education (JTE) during the last volume year. The journal’s editors, based at Michigan State University, nominate several top articles for consideration, and the AACTE Committee on Research and Dissemination selects the winning piece to receive the award. The committee selected this article for the award based upon its relevancy and quality methodology utilizing multiple data sources and detailed coding procedures and analysis.
High-Leverage Practices (HLPs) is an important topic that addresses the preparation of general and special education teachers. The article sheds light on the use of the Participatory Action Research (PAR) approach to engage teachers and students as experts and critiques the use of HLPs. It provides a unique perspective of the integration of HLPs and social justice approaches, which adds to the knowledge base.
“This research illustrates the powerful interplay of social activism, theory, rigorous method and steadfast commitment to good work,” said Annemarie S. Palincsar, chair of Educational Studies, University of Michigan.
“AACTE is privileged to have researchers such as Drs. Calabrese Barton, Tan, and Birmingham in the field and contributing to our Journal of Teacher Education,” said Lynn M. Gangone, AACTE president and CEO. “Their groundbreaking study provides invaluable insight on disrupting and transforming injustices through teaching and learning. They are well-deserving of this award, and it is a pleasure to recognize them at today’s Awards forum during our 73rd Annual Meeting.”
Based in Washington, D.C., AACTE is a national alliance of nearly 700 educator preparation programs dedicated to high-quality, evidence-based preparation that assures educators are profession-ready as they enter the classroom. The AACTE awards program has been recognizing excellence since 1996 in both member institutions and individuals who have made significant contributions to the field of educator preparation. By honoring notable programs and practices, professional accomplishments and scholarship, these awards encourage AACTE members to strengthen the profession through innovation, leadership, and inquiry. Learn more at aacte.org.
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