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In this edition of JTE Insider, we are joined by Dr. Loraine McKay and Heather Manning from Griffith University (Australia). They are the authors of the article entitled “Do I Belong in the Profession? The Cost of Fitting In As a Preservice Teacher With a Passion for Social Justice” The article is published in the September/October 2019 issue of JTE. 

Dr. Loraine McKay is a senior lecturer at Griffith University. She teaches into the Bachelor of Education program. She is currently First Year Coordinator in the Bachelor of Education program and Professional Experience Individual Case Coordinator. Loraine’s research interests align strongly with her passion for teaching. She was a classroom teacher for over twenty years in the primary education sector before leaving teaching to complete her doctoral studies. Her current research centers on developing teacher identity, efficacy and resilience in preservice teachers. Loraine is particularly interested in preparing teachers to work in inclusive classrooms. She uses collage and photo elicitation to explore the affective dimension of teaching and engagement in learning.

Heather Manning is a PhD candidate in the School of Education and Professional studies at Griffith University. Her research focus combines active learning for engagement of diverse students and teachers’ pedagogical agency around the use of movement in their classroom. As a sessional academic, she works with pre-service teachers in the areas of learner development and diversity, professional experience and arts education. Heather has previously worked as a classroom teacher with children aged 5-8, and in learning support roles in school and the private sector.

Middle leader pieces should be up to 1500 words (excluding references).

We welcome contributions from middle leaders in all sectors of education internationally who occupy a range of roles below senior leadership. Your paper should focus on exploring current issues and challenges you face, and how you are tackling them.  Good middle leader pieces will explore themes that are of relevance to other practitioners in similar positions, as well as a wider readership.

If you are interested in submitting a paper please send your idea to the editors at: mieeditors@gmail.com and it will be forwarded to the relevant editor.

For full guidelines on Middle leader pieces, please click here

MiE Editor Jacqueline Baxter and Deputy Editor, Stephen Rayner discuss the process of publishing in the journal as an early career researcher.

EMAL Associate Editor, Helen Hunter interviews the EMAL Best Early Career Researcher Paper winner Stephen Rayner discussing his winning paper, Leaders and leadership in a climate of uncertainty: A case study of structural change in England.

EMAL Associate Editor, Megan Crawford interviews the EMAL Best Paper Prize 2018 winner Joseph Flessa discussing his winning paper, School leadership in Latin America 2000–2016.

EMAL Associate Editor, Helen Hunter interviews the EMAL Best Early Career Researcher Paper winner Stephen Rayner discussing his winning paper, Leaders and leadership in a climate of uncertainty: A case study of structural change in England.

In this podcast, Amy Li discusses her Community College Review article "Equity of Disparity: Do performance Funding Policies Disadvantage 2-Year Minority-Serving Institutions?" which was written alongside co-authors Denisa Gandara and Amanda Assalone.

MIE Editor in Chief, Jacqueline Baxter talks to Paul Miller and Christine Callender about their Special Issue on Leadership and Diversity in Education: Progress in the new Millennium.

EMAL Associate Editor, Helen Gunter interviews the EMAL Early Career Researcher award winner Helen Young on her article, Knowledge, Experts and Accountability in School Governing Bodies. 

EMAL Associate Editor, Jacky Lumby interviews the EMAL Best Paper Prize 2017 winner Lauri Johnson discussing her winning paper, The lives and identities of UK Black and South Asian head teachers: Metaphors of leadership.

In this Urban Education podcast, author Mark R. Warren of the University of Massachusetts Boston is interviewed on his article entitled, "Research Confronts Equity and Social Justice–Building the Emerging Field of Collaborative, Community Engaged Education Research: Introduction to the Special Issue."

In this Urban Education podcast, author Rita Kohli, assistant professor at the University of California Riverside, is interviewed on her article entitled, "Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color."

This Teacher Education and Special Education podcast was joined by Dr. Nancy Rice and Dr. Maggie Bartlett of the University of Wisconsin Milwaukie.

Dr. Rice edited the November 2017 special issue of TESE, "The Educational Teacher Performance Assessment (edTPA) in Special Education," and Dr. Bartlett co-authored alongside Amy Otis-Wilborn and Lacey Peters an articles in the special issue, "Bending or Breaking: Appropriating edTPA in Special Education Teacher Education." 

In this podcast, Dr. Rice is interviewed on the inner workings of the special issue while Dr. Bartlett discusses her article.

Debbie Rohwer interviews author Ann M. Harrington about her most recent article, "The Effect of Implied Performer Age and Group Membership on Evaluations of Music Performances."

Professor Kenneth Rigby has undertaken research into bullying for more than 25 years. In this podcast, Ken reflects on how, over time, the definition of bullying has changed and the occurrence of bullying has decreased. He also shares insights into his latest article in the AJE and discusses successful anti-bullying strategies such as the method of shared concern which is aimed at transforming the relationship between bullies and those who are bullied.

Debbie Rohwer interviews author Kevin E. Watson about his most recent article, "A Comparative Analysis of Method Books for Class Jazz Instruction."

Mark Windschitl and David Stroupe discuss their recent article, "The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation."

Authors Keith Smolkowski, Kent McIntosh, and Erik Girvan discuss their article published in Behavioral Disorders: "Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students." 

Authors Robert H. Horner and Mitchell L. Yell discuss their April 17th, 2017 article in the Journal of Special Education, "Commentary on Zirkel: Judicial Rulings Specific to FBAs or BIPs Under the IDEA and Corollary State Laws--An Update."