Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Aspen Institute National Commission on Social, Emotional, and Academic Development. (2019). From a nation at risk to a nation at hope. http://nationathope.org/report-from-the-nation-download/

Bryk A. S. Gomez L. M. Grunow A. (2010). Getting ideas into action: Building networked improvement communities in education. Carnegie perspectives. Carnegie Foundation for the Advancement of Teaching.

Bryk A. S. Gomez L. M. Grunow A. LeMahieu P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.

Burroughs G. Lewis A. Battey D. Curran M. Hyland N. E. Ryan S. (2020). From mediated fieldwork to co-constructed partnerships: A framework for guiding and reflecting on P-12 school–university partnerships. Journal of Teacher Education, 71(1), 122–134. https://doi.org/10.1177/0022487119858992

Darling-Hammond L. Flook L. Cook-Harvey C. Barron B. Osher D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Darling-Hammond L. Hyler M. E. (2020). Preparing educators for the time of COVID . . . and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961

Farrell R. (2021). Covid-19 as a catalyst for sustainable change: The rise of democratic pedagogical partnership in initial teacher education in Ireland. Irish Educational Studies, 1–7. https://doi.org/10.1080/03323315.2021.1910976

Fishman B. Penuel W. Allen A. R. Cheng B. Sabelli N. O. R. A. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. Teachers College Record, 115(2), 136–156.

Freire P. (1970). Pedagogy of the oppressed. Seabury Press.

Guillen L. Zeichner K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69(2), 140–153. https://doi.org/10.1177/0022487117751133

Henrick E. Munoz M. A. Cobb P. (2016). A better research-practice partnership. Phi Delta Kappan, 98(3), 23–27.

Hong S. (2012). A cord of three strands: A new approach to parent engagement in schools. Harvard Education Press.

Kahnemann D. (2011). Thinking, fast and slow. Farrar, Straus, and Giroux.

Martin S. Dismuke S. (2018). Investigating differences in teacher practices through a complexity theory lens: The influence of teacher education. Journal of Teacher Education, 69(1), 22–39. https://doi.org/10.1177/0022487117702573

Mevawalla Z. (2013). The crucible: Adding complexity to the question of social justice in early childhood development. Contemporary Issues in Early Childhood, 14(4), 290–299. https://doi.org/10.2304/ciec.2013.14.4.290

Richmond G. (2017). The power of community partnership in the preparation of teachers. Journal of Teacher Education, 68(1), 6–8. https://doi.org/10.1177/0022487116679959

Richmond G. Bartell T. Cho C. Gallagher A. He Y. Petchauer E. Curiel L. C. (2020). Home/school: Research imperatives, learning settings, and the COVID-19 pandemic. Journal of Teacher Education, 71(5), 503–504. https://doi.org/10.1177/0022487120961574

Richmond G. Cho C. Gallagher H. A. He Y. Petchauer E. (2020). The critical need for pause in the COVID-19 era. Journal of Teacher Education, 71(4), 375–378. https://doi.org/10.1177/0022487120938888

Squazzoni F. Bravo G. Grimaldo F. Garcıa-Costa D. Farjam M. Mehmani B. (2020). Only second-class tickets for women in the COVID-19 race. A study on manuscript submissions and reviews in 2329 Elsevier journals. SSRN. http://dx.doi.org/10.2139/ssrn.3712813

Weade G. (1994). Locating learning in the times and spaces of teaching. In Marshall H. H. (Ed.), Redefining student learning: Roots of educational change (pp. 87–118). Ablex Publishing.

Zeichner K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.