BallD. L. (2018, July16). (What) does practice-based teacher education have to do with disrupting racism and oppression? [AERA presidential talk]. American Educational Research Association Annual Conference, New York, NY, United States.
2.
BraykoK. (2013). Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside school. Journal of Teacher Education, 64(1), 47–59.
3.
ClandininD. J.ConnellyF. M. (1992). Teachers as curriculum makers. In JacksonP. (Ed.), Handbook of research on curriculum (pp. 363–401). Macmillan.
4.
ColwellJ.GregoryK.TaylorV. (2021). Examining preservice teachers’ perceptions of planning for culturally relevant disciplinary literacy. Journal of Teacher Education, 72(2), 195–208.
5.
CraigC. (2006). Why is dissemination so difficult? The nature of teacher knowledge and the spread of curriculum reform. American Educational Research Journal, 439(2), 257–293.
6.
CraigC. (2009). The contested classroom space: A decade of lived educational policy in Texas Schools. American Educational Research Journal, 46(4), 1034–1059.
7.
DeweyJ. (1938). Education and experience. Collier Books.
8.
HallmanH. L. (2012). Community-based field experiences in teacher education: Possibilities for a pedagogical third space. Teaching Education, 23(3), 241–263.
9.
Hill-JacksonV.Ladson-BillingsG.CraigC. J. (2022). Teacher education and “climate change”: In navigating multiple pandemics, is the field forever altered?Journal of Teacher Education, 73(1), 5–7.
10.
IngersollR. M.CollinsG. J. (2018). The status of teaching as a profession. In BallantineJ.SpadeJ.StuberJ. (Eds.), Schools and society: A sociological approach to education (6th ed., pp. 199–213). Pine Forge Press/SAGE.
11.
KennedyM. (2016). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17.
12.
KohliR. (2019). Lessons for teacher education: The role of critical professional development in teacher of color retention. Journal of Teacher Education, 70(1), 39–50.
13.
KwokM. N.RiosA. R.KwokA.MatthewsS. D. (2021). Teacher candidates’ developing beliefs about diversity and its role in effective literacy teaching. Education and Urban Society, 53(8), 886–908.
14.
PearsonP. D. (2004). The reading wars. Educational Policy, 18(1), 216–252.
15.
RiosA. (2020). Exploring the intersectionality of hidden, gendered, and white-washed curricula in two urban teachers’ parallel stories. In AsadiL.CraigC. J. (Eds.), Teacher as curriculum maker: Small truths about Helen (pp. 150–180). Information Age Publishers.
16.
SchönD. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
17.
SchönD. A. (1995). The new scholarship requires a new epistemology. Change, 27(6), 26–34.
18.
Souto-ManningM. (2021). Righting the literacy teacher education debt: A matter of justice. Journal of Literacy Research, 53(4), 588–600.