At my second year review, the chair of Curriculum & Instruction, Dr. Michael Jacobson, encouraged me to focus more on publications than presentations in my third year. Taking his recommendation seriously, I attended fewer conferences in 2011-2012 and worked to write, revise, and submit manuscripts, both individually and in collaboration with colleagues. Again in my fifth year, he emphasized the need for publications. I have focused more heavily on writing; a group of junior faculty and doctoral students actually began meeting weekly in 2013-2014. This focus paid off greatly. While some manuscripts or papers have not come to fruition or are still works in progress, I have seen an increase in the past year in my publications, with six in 2014 alone. I also still have some that have been submitted and/or are in preparation for submission at this time. I have not included those here, but they are on my curriculum vita under Articles in Submission.
Because much of my scholarship is done in collaboration with others, I took the time (and funds) that I might otherwise be using to attend conferences and traveled to visit my co-investigators in Utah and Pennsylvania. Hard work and perseverance paid off in the form of two publications which are currently. One is in The Professional Educator, a nationally disseminated, peer-reviewed electronic journal published jointly by Auburn University’s Truman Pierce Institute and the College of Education. focuses on current issues, research, and innovations related to educational partnerships. The second is in Studying Teacher Education, an internationally refereed journal that strives to foster research and dialogue in self-study of teaching and teacher education practices, providing a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to self-study research, the knowledge base of teaching and teaching about teaching, and the nature of teacher education. A third, already in print, is in Teacher Education Quarterly, a peer-reviewed journal that seeks to advance the knowledge of teacher education researchers and practitioners. Thus, they choose manuscripts that link research to practice and that have improvement goals as their focus.
I have also attempted to diversify my submissions to include more "teacher-friendly" or practitioner-based journals and publications. That effort resulted in two publications, on in the North Carolina Middle School Journal, another in the Association of Teacher Education Middle Level Research newsletter. Both of these allowed me to speak to local teachers about issues that they are likely facing in their classrooms. These publications, while less scholarly, may have broad impact on teachers with whom we, and our teacher candidates, work.
Together, these publications represent my commitment to both scholarship AND teaching. In all my research, teaching and learning are interwoven, theory and practice are connected. I hope that your review of these additional materials recognizes those attempts at reaching a wide audience, all of whom are grappling with the complexity of education.
Because much of my scholarship is done in collaboration with others, I took the time (and funds) that I might otherwise be using to attend conferences and traveled to visit my co-investigators in Utah and Pennsylvania. Hard work and perseverance paid off in the form of two publications which are currently. One is in The Professional Educator, a nationally disseminated, peer-reviewed electronic journal published jointly by Auburn University’s Truman Pierce Institute and the College of Education. focuses on current issues, research, and innovations related to educational partnerships. The second is in Studying Teacher Education, an internationally refereed journal that strives to foster research and dialogue in self-study of teaching and teacher education practices, providing a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to self-study research, the knowledge base of teaching and teaching about teaching, and the nature of teacher education. A third, already in print, is in Teacher Education Quarterly, a peer-reviewed journal that seeks to advance the knowledge of teacher education researchers and practitioners. Thus, they choose manuscripts that link research to practice and that have improvement goals as their focus.
I have also attempted to diversify my submissions to include more "teacher-friendly" or practitioner-based journals and publications. That effort resulted in two publications, on in the North Carolina Middle School Journal, another in the Association of Teacher Education Middle Level Research newsletter. Both of these allowed me to speak to local teachers about issues that they are likely facing in their classrooms. These publications, while less scholarly, may have broad impact on teachers with whom we, and our teacher candidates, work.
Together, these publications represent my commitment to both scholarship AND teaching. In all my research, teaching and learning are interwoven, theory and practice are connected. I hope that your review of these additional materials recognizes those attempts at reaching a wide audience, all of whom are grappling with the complexity of education.
Publications
Wilson,
N. S., Meyer, C. K., & Ramirez, L. A. (Winter, 2014 - accepted). Do
the CCSS support developmentally responsive teaching of young
adolescents? American Reading Forum Yearbook.
Allison-Roan, V. A., Hayes, M., Allender, D., & Ramirez, L. A. (2014). Demystifying taboo: Consequences of dancing with or around the topic of sexual abuse as educators. In D. Garbett, & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 23-25). Auckland , New Zealand.
Ramirez, L. A., & Allison-Roan, V. A. (2014). Leadership, ready or not: Lessons learned about self through ‘becoming’ leaders via co-mentoring. In D. Garbett, & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 174-176). Auckland , New Zealand.
Ramirez, L. A. & Allison-Roan, V. A. (2014). A collaborative retrospective analysis of becoming teacher educators. Educational Journal of Living Theories 7(1), 39-52.
Ramirez, L. A. & Allison-Roan, V. A. (2014). Insights into students, practice, and self through engaging as learners in our own classrooms. Reflective Practice, 15(4), 456-467.
Ramirez, L. A. (2014). The long view: Perspective of a middle level teacher educator. North Carolina Middle School Association Journal, 28(1), 1-6.
Allison-Roan, V. A., & Ramirez, L. A., (2012). Striving to walk the talk: Engaging in shared learning tasks perceived as daunting. In J. Young, L. Erikson, & S. Pinnegar (Eds.), Extending Inquiry Communities: Illuminating Teacher Education through Self-Study. Proceedings of the Ninth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 28-31). Provo, UT: Brigham Young University.
Burbank, M. D., Ramirez, L. A., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content specialists. The Professional Educator, 36(2).
Ramirez, L. A., Allison-Roan, V. A., Peterson, S., & Elliot-Johns, S. (2012). Supporting one another as beginning teacher educators: Forging an online community of critical inquiry into practice. Studying Teacher Education, 8(2), 109-126.
Ramirez, L. A. (Winter, 2012). “A” is for advocate: Becoming and “A” for our GLTBQ adolescents. In H. J. Thornton (Ed.), Association of Teacher Educators Middle Level Education SIG Newsletter (pp. 3-5). Manassas, VA: Association of Teacher Educators.
Ramirez, L. A. (2011). Developing global awareness through self awareness: A middle grades multicultural research experience. North Carolina Middle School Association Journal, 26(1), 1-9.
Bates, A. J., Drits, D., & Ramirez, L. A., (2011). Self-awareness and enactment of supervisory stances: Influences on responsiveness toward student teacher learning. Teacher Education Quarterly, 38(3), 69-87.
Allison-Roan, V. A., Peterson, S., Ramirez, L. A., & Eliot-Johns, S. E. (2010). A cross-continent collaboration: Seeking community to support critical inquiry in teacher education. In L. B. Erikson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education. Proceedings of the Eighth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 81-84). Provo, UT: Brigham Young University.
Bates, A. J., Ramirez, L. A., & Drits, D. (2009). Connecting university supervision and critical reflection: Mentoring and modeling. The Teacher Educator, 44(2), 90-112.
Bates, A. J., Burbank, M. D., Capps, R., & Ramirez, L. A. (2008). Teacher candidates’ critical thinking in an education program committed to urban education. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 23(1) 3-19.
Allison-Roan, V. A., Hayes, M., Allender, D., & Ramirez, L. A. (2014). Demystifying taboo: Consequences of dancing with or around the topic of sexual abuse as educators. In D. Garbett, & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 23-25). Auckland , New Zealand.
Ramirez, L. A., & Allison-Roan, V. A. (2014). Leadership, ready or not: Lessons learned about self through ‘becoming’ leaders via co-mentoring. In D. Garbett, & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 174-176). Auckland , New Zealand.
Ramirez, L. A. & Allison-Roan, V. A. (2014). A collaborative retrospective analysis of becoming teacher educators. Educational Journal of Living Theories 7(1), 39-52.
Ramirez, L. A. & Allison-Roan, V. A. (2014). Insights into students, practice, and self through engaging as learners in our own classrooms. Reflective Practice, 15(4), 456-467.
Ramirez, L. A. (2014). The long view: Perspective of a middle level teacher educator. North Carolina Middle School Association Journal, 28(1), 1-6.
Allison-Roan, V. A., & Ramirez, L. A., (2012). Striving to walk the talk: Engaging in shared learning tasks perceived as daunting. In J. Young, L. Erikson, & S. Pinnegar (Eds.), Extending Inquiry Communities: Illuminating Teacher Education through Self-Study. Proceedings of the Ninth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 28-31). Provo, UT: Brigham Young University.
Burbank, M. D., Ramirez, L. A., & Bates, A. (2012). Critically reflective thinking in urban teacher education: A comparative case study of two participants’ experiences as content specialists. The Professional Educator, 36(2).
Ramirez, L. A., Allison-Roan, V. A., Peterson, S., & Elliot-Johns, S. (2012). Supporting one another as beginning teacher educators: Forging an online community of critical inquiry into practice. Studying Teacher Education, 8(2), 109-126.
Ramirez, L. A. (Winter, 2012). “A” is for advocate: Becoming and “A” for our GLTBQ adolescents. In H. J. Thornton (Ed.), Association of Teacher Educators Middle Level Education SIG Newsletter (pp. 3-5). Manassas, VA: Association of Teacher Educators.
Ramirez, L. A. (2011). Developing global awareness through self awareness: A middle grades multicultural research experience. North Carolina Middle School Association Journal, 26(1), 1-9.
Bates, A. J., Drits, D., & Ramirez, L. A., (2011). Self-awareness and enactment of supervisory stances: Influences on responsiveness toward student teacher learning. Teacher Education Quarterly, 38(3), 69-87.
Allison-Roan, V. A., Peterson, S., Ramirez, L. A., & Eliot-Johns, S. E. (2010). A cross-continent collaboration: Seeking community to support critical inquiry in teacher education. In L. B. Erikson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education. Proceedings of the Eighth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 81-84). Provo, UT: Brigham Young University.
Bates, A. J., Ramirez, L. A., & Drits, D. (2009). Connecting university supervision and critical reflection: Mentoring and modeling. The Teacher Educator, 44(2), 90-112.
Bates, A. J., Burbank, M. D., Capps, R., & Ramirez, L. A. (2008). Teacher candidates’ critical thinking in an education program committed to urban education. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 23(1) 3-19.
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