In this commentary, the author provides a framework for examining the articles in this issue. The author does so by providing a focus for reading and linking our brief history to the present and the future. She provides a set of questions about engaging research that seeks to improve the ways in which we question, construct understanding, and interrogate one another in what counts in teacher education. For our field to mature and expand, we need spaces in which we can understand multiple perspectives, honor our differences, and find ways of improving how teachers learn and impact their students.
ArtilesA. J.KozleskiE. B. (2010). What counts as response and intervention in RTI? A sociocultural analysis. Psicothema, 22, 949-954.
2.
ArtilesA.KozleskiE. B.DornS.ChristensenC. (2007). Learning in inclusive education research: Remediating theory and methods with a transformative agenda. Review of Research in Education, 30, 1-30.
3.
ArtilesA. J.KozleskiE. B.DornS.ChristensenC. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30, 65-108.
4.
ArtilesA. J.KozleskiE. B.TrentS.OsherD.OrtizA. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 79, 279-299.
5.
BlantonL. P.PugachM. C. (2011). Using a classification system to probe the meaning of dual licensure in general and special education. Teacher Education and Special Education, 34, 219-234.
6.
BrayboyB. (2005). Toward a tribal critical race theory in education. The Urban Review, 37, 425-446.
7.
BrettP.CousinG. (2010). Student led network learning design. In Dirckinck-HolmfeldL.HodgsonV.JonesC.de LaatM.McConnellD.RybergT. (Eds.), Proceedings of the 7th annual conference on networked learning 2010 (pp. 610-616).
8.
BrownellM. T.GriffinC.LekoM. M.StephensJ.Improving collaborative teacher education research: Creating tighter linkages. Teacher Education and Special Education, 34, 235-249.
9.
Cochran-SmithM. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
10.
Darling-HammondL. (2005). No child left behind and high school reform. Harvard Educational Review, 76, 642-667.
11.
Florio-RuaneS. (2001). Teacher education and the cultural imagination. Mahwah, NJ: Lawrence Erlbaum.
12.
GallegoM. A.ColeM. & the Laboratory of Comparative Human Cognition. (2001). Classroom cultures and cultures in the classroom. In RichardsonV. (Ed.), Handbook of research on teaching (pp. 951-997). Washington, DC: American Educational Research Association.
13.
GeeJ. P. (2005). Learning by design: Good video games as learning machines. Elearning, 2, 5-16.
14.
GeeJ. P. (2008). Learning and games. In SalenK. (Ed.), The ecology of games: Connecting youth, games, and learning (The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning) (pp. 21-40). Cambridge: The MIT Press.
GoodladJ. (2004). A place called school. New York, NY: McGraw-Hill.
17.
GutierrezK.RymesB.LarsonJ. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 55, 445-471.
18.
HermanR.DawsonP.DeeT.GreeneJ.MaynardR.ReddingS.DarwinM. (2008). Turning around chronically low-performing schools: A practice guide (NCEE #2008-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
19.
KewalRamaniA.GilbersonL.FoxM. A.ProvasnikS. (2007). Status and trends in the education of racial and ethnic minorities. Washington, DC.: The National Center for Educational Statistics. Retrieved from the web 3/14/2010: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007039
McDiarmidG. W.Clevenger-BrightM. (2008). Rethinking teacher capacity. In Cochran-SmithM.Feiman-NemserS.McIntyreD. J. (Eds.), The handbook of research on teacher education: Enduring questions in changing contexts (pp. 134-155). New York, NY: Rouledge.
22.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
23.
OylerC.Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34, 201-218.
24.
PugachM. C.BlantonL. P.CorreaV. I. (2011). A historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students. Teacher Education and Special Education, 34, 183-200.
25.
RogoffB. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
26.
SawyerR. K. (2005). The new science of learning. In Keith SawyerR. (Ed.), The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.
27.
WarrinerD. (2010). Competent performances of situated identities: Adult learners of English accessing engaged participation. Teaching and Teacher Education, 26, 22-30.
