27-3 Spring 2016 “The Trials of Teacher Education” Resource Guide

Volume 27, No. 3 - Spring 2016
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An Annotated Bibliography of Sources on Teacher Education

Below are ten important references and resources in the field of teacher education.  A short description follows.

  1. American Indian Higher Education Consortium. http://www.aihec.org/index.cfml.

The American Indian Higher Education Consortium (AIHEC) represents the 37 tribal colleges and universities in the United States. AIHEC serves in the capacity of sponsor and advocate for all tribal colleges. This organization has invested in critical research which has furthered the efforts toward sovereignty of all tribal nations across Indian Country. The website is rich in its representation of each tribal college, their respective mission and philosophy, and the people who support Indian higher education.

  1. Cajete, G. (2015). Indigenous Community: Rekindling the Teachings of the Seventh Fire. St. Paul: Living Justice Press.

Gregory Cajete is one of the most widely acclaimed Native authors of our time. He has published numerous books defining the distinct cultural differences and scientific similarities between Native science and Western science. Cajete has tirelessly led the discussion of cultural revitalization through validation of Indigenous knowledge and epistemologies. In this book he seeks to rekindle the spirit of the Indigenous community post-colonization through traditional practices and modern community-building techniques.

  1. Center for Minority Serving Institutions. (2015). Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Perservere through Challenges.

This report investigates the tribal college and university methodology to preserve culture, sustain teacher education programming during times of funding uncertainty, and maintain their presence within the tribal community to provide higher education opportunities for Native students.

  1. Chilisa, B. (2012). Indigenous Research Methodologies. Los Angeles: Sage Publications.

This book seeks to understand the marginalization of Indigenous scholars and their work within the context of mainstream academic environments. Chilisa is an advocate for Native scholars and professional educators in the sharing of knowledge from the perspective of their traditional heritage. She seeks to find a space for this perspective within Euro-Western academic setting.

  1. Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education, 89(4), 547-561.

Linda Darling-Hammond proposes well-supervised, clinical practice as being integral in the development of highly effective teachers in the classroom. Her ideas have been implemented in a limited number of teacher education programs. The disadvantage of her proposal is the delay of students becoming active in the workforce due to the extended internship within the classroom.  There is little debate as to the value of this type of field experience, the concern is in meeting the immediate critical shortages of teachers in the classroom across the country.

  1. Kovach, M. (2012). Indigenous Methodologies: Characteristics, Conversations, and Contexts. Toronto: Toronto University Press.

Kovach provides the Native scholar with a poignant descriptive path in the research endeavor within the context of community, relationship-building, and Indigenous epistemology. The book moves seamlessly from the theoretical research model to the practical application of Indigenous research methodology.

  1. Lambert, L. (2014). Research for Indigenous Survival: Indigenous Research Methodologies in the Behavioral Sciences. Pablo: Salish Kootenai College Press.

Lori Lambert, an instructor at Salish Kootenai College, provides the reader with firsthand insight into Indigenous research methodology. Her book reveals through the voices of the interviewees what must be considered as the culturally correct approach to Indigenous research by being mindful of respect, reciprocity, and community-based benefits reaped from resultant data and findings.

  1. National Education Association. (2010). Focus on American Indians and Alaska Natives: Charting a new course for Native Education. National Education Association. Accessed November 8, 2015. http://www.nea.org/home/53291.htm.

The National Education Association is the professional organization of K-12 educators and administrators. This site provides useful information for all levels of instruction, as well as significant information describing the future of the profession through the lens of U.S. legislative actions.

  1. University of Pennsylvania Graduate School of Education, http://www2.gse.upenn.edu/cmsi/content/reports

This site is a rich resource for numerous primary research documents pertaining to supporting the success of Native students in non-Native institutions of higher education; the role of tribal colleges and universities in strengthening sovereignty; and two-year, minority-serving institutions.

  1. Wentworth, N., Erickson, L.B., Lawrence, B., Popham, J.A., and Korth, B. (2009). A Paradigm Shift Toward Evidence-Based Clinical Practice: Developing a Performance Assessment. Studies in Educational Evaluation, 35(1), 16-20.

Wentworth discusses an assessment system scale aligned with the Interstate Teacher Assessment and Support Consortium’s standards, which allows for observation and evaluation of teacher candidate performance over time to show growth from novice to high-level proficiency. The value of this study resonates with teacher education program administrators working toward accreditation.

Carmelita Lamb, Ph.D. (Lipan Apache) is chair of the Department of Graduate Studies and Distance Education at the University of Mary in Bismarck, North Dakota.

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