Papers by Connor K Warner
Course Alignment
Routledge eBooks, Apr 8, 2021
Making the Invisible Visible: Identifying Shared Functions that Enable the Complex Work of University-based Teacher Educators
Studying Teacher Education
Leveraging #YA Twitter for Online Learning in English Language Arts
English Journal
Two teacher educators developed a series of learning activities that focus on young adult literat... more Two teacher educators developed a series of learning activities that focus on young adult literature authors as public intellectuals.
The learner profile: piloting a tool to support contextualized understanding of the learner
Journal of Early Childhood Teacher Education, 2022
Deficit discourses in early childhood education position families of color, bilingual families, a... more Deficit discourses in early childhood education position families of color, bilingual families, and families who are experiencing poverty as culturally and educationally deficient and are often reiterated through teacher education that relies on approximation of practice as modeled by a mentor teacher. Learning Teaching as an Interpretive Practice (LTIP) (Hollins, 2015) provides an assets-based framework for teaching that relies instead on a contextualized understanding of learners. Here, we examine our attempts as teacher educators to implement LTIP in our urban Midwestern early teacher education program. We focus on implementation of a tool for understanding individual children, the Learner Profile. Through case study, we analyze twenty learner profiles completed by five teacher candidates over the course of three semesters. Our findings suggest the Learner Profile guided teacher candidates toward more nuanced understandings of learners including multiple perspectives and unique aspects of lived experiences rather than over prescriptive developmental stages and categories. Still, we found understanding was highly mediated by the field placement context, teacher candidates’ own worldviews, and our facilitation as teacher educators. We conclude with implications for teacher educators who are interested in implementing the Learner Profile Tool and other tools for teacher education.
Program Explication
Rethinking Teacher Preparation Program Design
Rethinking Teacher Preparation Program Design
Rethinking Teacher Preparation Program Design
This book provides a framework, concrete examples, and tools for designing a high quality, academ... more This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.
Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment
The Educational Forum
Abstract This article details the experiences of four teacher education faculty members as we nav... more Abstract This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice.
A Study of State Social Studies Standards for American Indian Education
Multicultural Perspectives, 2015
In this study the author surveys social studies standards from 14 U.S. states seeking to answer: ... more In this study the author surveys social studies standards from 14 U.S. states seeking to answer: (a) what social studies knowledge about American Indians is deemed essential by those states mandating the development of American Indian Education curricula for all public K–12 students? and (b) at what grade levels is this social studies content knowledge mandated in public K–12 schools? Document analysis, open-coding, and constant comparison revealed that the knowledge states standards require can be organized into six themes: identification/classification of tribes, distinct tribal cultures, contributions to mainstream U.S. culture, tribal government, connection to environment, and economics/occupations. The findings also revealed that the majority of standards relating to American Indians are directed to elementary grade levels. Standards in only two states, Maine and Montana, cover a breadth of curricular content and require that content coverage to continue K–12.
The copyright of the Journal of Philosophy and History of Education in the name of the Society of... more The copyright of the Journal of Philosophy and History of Education in the name of the Society of Philosophy & History of Education protects the rights of individual authors who have contributed their intellectual property to this volume. For purposes of reproduction, written permission of the individual authors must be secured. When republished, a scholarly citation must accompany subsequent printings referencing the Journal of Philosophy and History of Education as the first source of publication. The Journal of Philosophy and History of Education is a publication of the Society of Philosophy & History of Education. Following the 2012 annual meeting of the Society of Philosophy and History of Education in St. Louis, Missouri, a call for papers was issued and submissions subjected to the blind review process. The opinions expressed in the respective works are those of the individual authors and do not necessarily reflect the position of the Society, the editors, the Editorial Advisory Board, or the publishers.
Citizenship, Social and Economics Education, 2012
This article examines national (US) educational financial literacy standards through the lens of ... more This article examines national (US) educational financial literacy standards through the lens of sustainability and intergenerational responsibility. Linking financial literacy standards to important sustainability issues like the Bruntland Report, the American Indian seventh generation concept, and future ethics, the article recommends the addition of specific ethical, social, and environmental standards to current financial literacy standards. The example of water is used to illustrate the connection between sustainability and financial literacy, and implications for current educators are discussed.
Brock Education Journal
This article argues that prospective teachers who have the most productive experiences withinpre-... more This article argues that prospective teachers who have the most productive experiences withinpre-student teaching field experiences are those whose field sites allow them to become membersof communities of practice, the conditions of which, according to Wenger (1998) include jointenterprise, mutual engagement, and shared repertoire. Employing interviews and contentanalysis of documents, the researchers explored the experiences of a cohort of teacher candidatesin a pre-student teaching practicum to better understand elements of field experience that mightinfluence identity development. We highlight the cases of two prospective teachers as illustrativeand contrasting experiences of the cohort as a whole. We conclude by offering recommendationsfor how teacher education programs might assist prospective teachers with negotiating forconditions within field sites that allow for productive participation and growth.
Course Alignment
Rethinking Teacher Preparation Program Design
Framework for Program Design
A Cure for Narration Sickness
Collaboration among Teacher Educators and with Stakeholders
Clinical Experiences in Authentic Contexts
Monitoring and Assessing Progress Toward Competent Teaching
the Journal of Thought, 2016
Concern over the quality of teaching in American public schools has existed for as long as the sc... more Concern over the quality of teaching in American public schools has existed for as long as the schools themselves (Cruickshank, 1992). Currently policy makers in the U.S. and around the world are heavily focused on educational improvement efforts centered around increasing the quality of teaching in schools (Wang, Odell, Klecka, Spalding, & Lin, 2010), because individual teachers are responsible for a significant portion of the variance in student achievement scores--at least seven percent (Darling-Hammond & Youngs, 2002) and as much as thirty percent (Hattie, 2004; Hay/McBer, 2000). A general assumption of many stakeholders is that reform of teacher education will be the best way to improve teacher quality, and with it student learning (Chen, Brown, Hattie, & Millward, 2012; Chingos & Peterson, 2011; Cochran-Smith & Fries, 2001; Khan & Saeed, 2010; National Center for Research on Teacher Education, 1988; Sykes, Bird, & Kennedy, 2010; Wang et al., 2010). However, if teacher educatio...
Reconceptualizing Context and Complexity in Teacher Education: Learning Teaching as an Interpretive Process
This paper recounts how a group of faculty members in an urban teacher education program at a res... more This paper recounts how a group of faculty members in an urban teacher education program at a research university in the Midwestern United States is attempting to restructure teacher preparation using Hollins’ theory of teaching as an interpretive process (TIP) (Hollins, 2011, 2015). Organized into three sections, we first present a conceptual frame articulating our understanding of TIP (Hollins, 2011, 2015) in contrast to traditional models; second, an account of our struggles as teacher educators and scholars of teacher education to reconstruct our conceptions of teaching and learning to teach in light of TIP, including a description of a tool we have utilized to help teacher candidates understand and internalize TIP; and fourth, implications of our work with thoughts on moving forward.
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Papers by Connor K Warner