Sage Education

In this episode of the Planning Theory podcast, Yvonne Rydin talks with Patsy Healey about her career as a planning academic and theorist. Patsy published her latest book in 2023 - Caring for Place: community development in rural England (Routledge & RTPI). This provided an opportunity to revisit some key themes in her development of planning theory from a novel perspective.

EMAL Associate Editor Paul Miller interviews Pontso Moorosi and Jacky Lumby on their paper ‘Leadership for equality in education: 50 years marching forward or marching on the spot?’, featured in the 50th Anniversary Special Issue of Educational Management Administration & Leadership.

UEX editorial assistant Bryant O. Best talks with Dr. Edmund Adjapong for regarding Dr. Adjapong's article “Exploring Hip-Hop Pedagogy for the Advancement of Girls of Color in Science.”

UEX editorial assistant Naomi McQuiller talks with Dr. Jess Weiler about UEX's April 2021 Special Issue "Promoting and Limiting Voice: The Influence of Web-Based Platforms on Public Policy Discourse in Urban Centers."

In this edition of JTE Insider, we are joined by Niral Shah of University of Washington (USA) and Justin Coles of Fordham University (USA). They are the authors of the article entitled “Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations.” The article is published in the November/December 2020 issue of JTE. 

In this edition of JTE Insider, we are joined by Amanda Sawyer of James Madison University (USA), Katie Dredger of James Madison University (USA), and Joy Myers of James Madison University (USA). They are the authors of the article entitled “Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning.” The article is published in the November/December 2020 issue of JTE. 

In this edition of JTE Insider, we are joined by Dana Grosser-Clarkson of University of Maryland College Park (USA) and Michael A. Neel of Vanderbilt University (USA). They are the authors of the article entitled “Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education.” The article is published in the September/October 2020 issue of JTE. 

In this edition of JTE Insider, we are joined by Charles Keck of El Colegio de la Frontera Sur (Mexico). He is the author of the article entitled “The Question Teacher and the Case for a Therapeutic Turn Within Teacher Education.” The article is published in the September/October 2020 issue of JTE. 

In this edition of JTE Insider, we are joined by Christine Baron from Columbia University (United States) and Sherri Sklarwitz from Tufts University (United States). They are two of the authors of the article entitled “What Teachers Retain From Historic Site-Based Professional Development.” The article is published in the September/October 2020 issue of JTE. 

In this edition of JTE Insider, we are joined by Terrenda White from University of Colorado Boulder (United States). She is one of the authors of the article entitled “Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity.” The article is published in the September/October 2020 issue of JTE. 

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 use

Gia Claybrooks interviews Leah Faw on her article co-authored with Huriya Jabbar entitled, "Poor Choices: The Sociopolitical Context of 'Grant Theft Education'."

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