Stephanie L Knight
Biographic Data
| ID | 1603561 |
|---|---|
| NAME | Stephanie L Knight |
| GIVEN NAMES | Stephanie L |
| FAMILY NAME | Knight |
| SIGNATURE | KNIGHT S L |
| AFFILIATIONS | The Pennsylvania State University, University Park, USA |
| ORCID | 0000-0001-6771-1147 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Loss and Assimilation
Inconsistent political realities are associated with mental health issues such as hopelessness, anxiety, and depression. The psychological impact of Brexit is clearly an important and timely issue, but hitherto has been understudied. This study uses a critical realist approach to qualitatively explore the lived experiences of British citizens living in Luxembourg during the Brexit era. The study reports on semi-structured interviews conducted wit…
Autonomy and resilience in cultural work
How do cultural workers deal with the tension between autonomy and control in their working lives? One answer, advanced in this journal by Mark Banks in 2010, is that cultural autonomy provides scope for self-realisation, and potentially for ways of working that challenge commercial and managerial constraints. It allows those with critical inclinations to resist unpalatable controls and initiate processes of struggle which may deliver improvement…
School-Based Teacher Learning
The theme of this issue of Journal of Teacher Education (JTE) focuses on theory, people, processes, and outcomes related to teacher learning in school-based settings. Teacher educators and researchers agree that externally driven, isolated workshops and conferences have produced little impact on inservice teacher learning and change (Gallimore, Emeling, Saunders, & Goldenberg, 2009; Hawley & Valli, 1999). In contrast, when professional developmen…
Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development
In the previous issue, Marilyn Cochran-Smith and Ana Maria Villegas provided Part One of two JTE articles based on their chapter in the upcoming fifth edition of the Handbook of Research on Teaching (Cochran-Smith et al., in press). Their handbook chapter presents the findings from the review of 1,500 teacher education research studies published between 2000 and 2012. Part One of the two articles described the procedures and theoretical framework…
Taking Stock in 2015
In this issue, Marilyn Cochran-Smith provides the first of two Journal of Teacher Education (JTE) articles based on her chapter in the upcoming fifth edition of the Handbook of Research on Teaching (Cochran-Smith, Villegas, Abrams, Chavez Moreno, Mills, & Stern, in press). Her handbook chapter presents the findings from the review of 1,500 teacher education research studies published between 2000 and 2012. JTE is publishing the review in two part…
Five-Year Retrospective
We have just completed 5 years as editors of Journal of Teacher Education (JTE), having published four full volumes (63-66) and part of one (62), and will hand over the privilege and responsibility to a new team from Michigan State University in the next issue. In one of our first editorials (Knight et al., 2012), we reflected on how views of teacher education research from both within and outside the profession influenced our vision for the jour…
Contextualizing Versus Internationalizing Research on Teacher Education
At our first Journal Editor's Roundtable for Journal of Teacher Education (JTE) 5 years ago at the Educational Research Association (AERA) after assuming the editorship in 2010, we engaged in discussion with various attendees about the nature of the journal and our vision for the duration of our term as editors. We received several questions about whether we accepted international manuscripts because we were perceived by many to be a unique Ameri…
Professional Development and Practices of Teacher Educators
Journal of Teacher Education's (JTE) Major Forum at the 2013 AACTE Annual Meeting (Knight, Edmondson, Hollins, Imig, & Gitomer, 2013) focused on the current and future preparation of educators. The topic attracted a large audience and the presenters generated a great deal of interest among attendees. However, from questions and comments, it was clear that while some in the audience considered teacher education a separate area of study, others con…
Performance Assessment of Teaching
Recent challenges concerning the quality of teachers and the programs that prepare them have resulted in responses from professional organizations that have been more widespread and intense than in the past (Robinson, 2011; Wiseman, 2012). The Blue Ribbon Panel on Clinical Preparation (BRP) formed by the National Council for the Accreditation of Teacher Education (NCATE), the merger of NCATE and Teacher Education Accreditation Council (TEAC) into…
Taking Stock in 2014
In preparation for JTE's Major Forum at the 2014 AACTE Annual Meeting, Taking Charge of Change, the editorial team engaged in a series of discussions about their perceptions of change in the teacher education knowledge base over the past 10-15 years. We noted that the intended goal of several major reports published during this time period was to impact the nature and quality of education research in general and teacher education research in part…
Research as a Catalyst for Change
Throughout our editorship, we have emphasized the goal of bringing together the three dimensions of teacher education-practice, policy, and research--to address issues or challenges faced by stakeholders in the field (see Editorials 63:1 and 63:2). The theme of the upcoming 2014 American Association of Colleges for Teacher Education (AACTE) Annual Meeting, Taking Charge of Change, provides an opportunity to highlight the role of research to impac…
Teacher Learning and Perceptions Across the Professional Continuum
Learning occurs throughout a teacher's career and as the result of engagement with a multitude of experiences, both within and outside of formal teacher education venues. This volume of Journal of Education contains seven articles that inform the teacher education community about teacher learning across the professional continuum. Within these pages, readers will consider three studies about effective professional development for inservice teache…
Topics in Teacher Education Research
In previous editorials, we have described how criticism of the rigor and relevance of teacher education has influenced our vision for the journal. As a result, we have shared our criteria for determining the quality of manuscripts submitted to Journal of Teacher Education (JTE) and described how certain published articles exemplified these criteria (see Issues 63:1 and 64:2). However, our examples have primarily focused on improving methodology, …
Quality Teacher Education Research
In the first issue of Volume 63, we focused our editorial on the need to improve research in teacher education by increasing the rigor and relevance of studies in the field. We referred to individual studies as in a structure that would serve as a knowledge base for researchers, practitioners, and policy makers (Knight, Lloyd, Arbaugh, Edmondson, Nolan, & Whitney, 2012). As researchers, we need to attend to both the quality of individual bricks a…
Teacher Learning and Standards-Based Instruction
The topic of standards-based instruction is currently at the forefront of conversations about education at every level, including teacher education and professional development. The proliferation of state curriculum standards over the past decade and the recent development of the Common Core State (CCSS) for English/Language Arts and Mathematics as well as the release of the second draft of the Next Generation Science (NGSS) in January 2013 have …
Talking Across the Disciplines
In one of our early editorials (Volume 63:1), we noted the tendency for many teacher education researchers to submit research that has broader teacher education implications to specialized content journals--journals that may or may not be read by teacher educators. We framed this as a choice faced by faculty who walk in two university worlds--for example, science education and teacher education--about their identities as researchers. Our question…
Beyond the Teacher Certification Program Debate
This theme issue of the Journal of Teacher Education (JTE) considers the impact of various program and policy features on teacher education and professional development. In publishing this issue, the editorial team aims to challenge the field to shift attention from general debates about traditional versus alternative certification programs toward more nuanced conversations about specific features of programs (whether traditional or alternative, …
Adding to the Knowledge Base
In our first two issues as editors of the Journal of Teacher Education (JTE), we expressed a commitment to facilitating the development of the knowledge base in teacher education while strengthening the connections among research, practice, and policy. Sharon Robinson, President and CEO of the American Association of Colleges of Teacher Education (AACTE), provided a guest editorial in our initial issue (JTE Vol. 62, Issue 5), which signaled the i…
Getting Our Own House in Order
Similar to our predecessors and those before them for the past decade, our editorial team has assumed leadership of the Journal of Education (JTE) in times of extreme criticism of educational research and of both preservice and inservice teacher education. Critics from within like Arthur Levine proclaim that everything is broken (Levine, 2011), that there is research into what kind of training produces successful teachers (Levine, 2011), and that…
Examining the Complexity of Assessment and Accountability in Teacher Education
The theme of accountability currently permeates conversations about education at every level, including teacher education and professional development. In our Call for Manuscripts for this theme issue, we invited empirical or conceptual manuscripts addressing assessment and accountability in teacher education that would move the community forward in considering the topics both more precisely and with greater complexity. The range of suggested sub…
Advancing Research, Practice, and Policy in Teacher Education
We are extremely pleased to have been selected as the new editors of the Journal of Teacher Education (JTE). As the flagship journal of the American Association of Colleges of Teacher Education, JTE provides an outlet for important research in the field as well as a forum for theoretical and conceptual considerations of seminal topics in teacher education. The broad range of topical areas and methodologies represented in the journal; the balanced…
Medieval Roxburgh
Little surface trace now remains of the royal burgh of Roxburgh in the Scottish Borders, which flourished between the 12th and 15th centuries AD. By the early 16th century it had been abandoned. Documentary sources, maps, topographical analysis and aerial photography have been brought together in a preliminary attempt to define the burgh’s location, defences, internal morphology, historical and environmental contexts, and associated extramural fe…
Neolithic Causewayed Enclosures and Later Prehistoric Farming
Developer-funded archaeology on the Isle of Sheppey resulted in the discovery of not one but two Neolithic causewayed enclosures on the same hilltop in very close (c. 300 m) proximity. In the later Bronze Age enclosures and cremation cemeteries were constructed immediately to the east, followed by Iron Age enclosures and, ultimately, field systems dating to the later Iron Age onwards. A radiocarbon programme enabled the chronological sequence and…
Understanding complex fragmented assemblages of human and animal remains
Principles and consistent management in the arts
Understanding complex fragmented assemblages of human and animal remains
Neolithic Causewayed Enclosures and Later Prehistoric Farming
Developer-funded archaeology on the Isle of Sheppey resulted in the discovery of not one but two Neolithic causewayed enclosures on the same hilltop in very close (c. 300 m) proximity. In the later Bronze Age enclosures and cremation cemeteries were constructed immediately to the east, followed by Iron Age enclosures and, ultimately, field systems dating to the later Iron Age onwards. A radiocarbon programme enabled the chronological sequence and…
Professional Development and Practices of Teacher Educators
Journal of Teacher Education's (JTE) Major Forum at the 2013 AACTE Annual Meeting (Knight, Edmondson, Hollins, Imig, & Gitomer, 2013) focused on the current and future preparation of educators. The topic attracted a large audience and the presenters generated a great deal of interest among attendees. However, from questions and comments, it was clear that while some in the audience considered teacher education a separate area of study, others con…
Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development
In the previous issue, Marilyn Cochran-Smith and Ana Maria Villegas provided Part One of two JTE articles based on their chapter in the upcoming fifth edition of the Handbook of Research on Teaching (Cochran-Smith et al., in press). Their handbook chapter presents the findings from the review of 1,500 teacher education research studies published between 2000 and 2012. Part One of the two articles described the procedures and theoretical framework…
Performance Assessment of Teaching
Recent challenges concerning the quality of teachers and the programs that prepare them have resulted in responses from professional organizations that have been more widespread and intense than in the past (Robinson, 2011; Wiseman, 2012). The Blue Ribbon Panel on Clinical Preparation (BRP) formed by the National Council for the Accreditation of Teacher Education (NCATE), the merger of NCATE and Teacher Education Accreditation Council (TEAC) into…
The Reflectivity-Activity Dilemma in School-University Partnerships
Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. The authors describe and compare three models of school university partnerships in relation to factors that may affect the balance of reflectivity and activity needed for successful collaboration. They suggest that comparison, analysis, and evaluation of such models may provide guidelines for resolving the ref…
Quality Teacher Education Research
In the first issue of Volume 63, we focused our editorial on the need to improve research in teacher education by increasing the rigor and relevance of studies in the field. We referred to individual studies as in a structure that would serve as a knowledge base for researchers, practitioners, and policy makers (Knight, Lloyd, Arbaugh, Edmondson, Nolan, & Whitney, 2012). As researchers, we need to attend to both the quality of individual bricks a…
Getting Our Own House in Order
Similar to our predecessors and those before them for the past decade, our editorial team has assumed leadership of the Journal of Education (JTE) in times of extreme criticism of educational research and of both preservice and inservice teacher education. Critics from within like Arthur Levine proclaim that everything is broken (Levine, 2011), that there is research into what kind of training produces successful teachers (Levine, 2011), and that…
Examining the Complexity of Assessment and Accountability in Teacher Education
The theme of accountability currently permeates conversations about education at every level, including teacher education and professional development. In our Call for Manuscripts for this theme issue, we invited empirical or conceptual manuscripts addressing assessment and accountability in teacher education that would move the community forward in considering the topics both more precisely and with greater complexity. The range of suggested sub…
The Fezzan Project 1999
This report summarises the work of the third season of the Fezzan project which took place in January 1999. The main environmental findings of the project team of specialist geographers are providing confirmation of dramatic climatic and environmental change over the last 100,000 years and give more precise dates for some of these changes. The excavations in Old Germa (ancient Garama) have continued through Islamic levels, with elements of five m…
The Cognitive Reading Strategies of ESL Students
0 In recent years, researchers have investigated the importance of the cognitive strategies students use while reading (Weaver 1979, Hansen 1980, Wilkinson 1980, Linden and Wittrock, 1981, Cohen 1983). The use of these strategies has been found to be effective in improving students'reading comprehension (Brown 1981, Baker and Brown 1984, Palinscar and Brown 1984, 1985). However, as Padron (1985a) has noted, most of these studies have been conduct…
Advancing Research, Practice, and Policy in Teacher Education
We are extremely pleased to have been selected as the new editors of the Journal of Teacher Education (JTE). As the flagship journal of the American Association of Colleges of Teacher Education, JTE provides an outlet for important research in the field as well as a forum for theoretical and conceptual considerations of seminal topics in teacher education. The broad range of topical areas and methodologies represented in the journal; the balanced…
Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes
As a result of the emphasis on professional development schools (PDSs) in teacher education over the past decade, numerous theoretical articles, process descriptions, and research reports provide considerable information about the nature and impact of school-university partnerships (Abdal-Haaq, 1998; Book, 1996). Several articles outline the perceived benefits for school and university faculty of participation in joint inquiry (e.g., Darling-Hamm…
Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes
The purpose of the present study was to examine alternative instructional strategies for improving the education of English language learners (ELLs). More specifically, the present study provides descriptive and comparative information on the use of different instructional approaches that were implemented by 17 bilingual teachers and their 325 Hispanic ELLs from five elementary schools located in a medium-sized metropolitan school district in the…
The Cognitive Reading Strategies of ESL Students
0 In recent years, researchers have investigated the importance of the cognitive strategies students use while reading (Weaver 1979, Hansen 1980, Wilkinson 1980, Linden and Wittrock, 1981, Cohen 1983). The use of these strategies has been found to be effective in improving students'reading comprehension (Brown 1981, Baker and Brown 1984, Palinscar and Brown 1984, 1985). However, as Padron (1985a) has noted, most of these studies have been conduct…
The Reflectivity-Activity Dilemma in School-University Partnerships
Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. The authors describe and compare three models of school university partnerships in relation to factors that may affect the balance of reflectivity and activity needed for successful collaboration. They suggest that comparison, analysis, and evaluation of such models may provide guidelines for resolving the ref…
Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes
The purpose of the present study was to examine alternative instructional strategies for improving the education of English language learners (ELLs). More specifically, the present study provides descriptive and comparative information on the use of different instructional approaches that were implemented by 17 bilingual teachers and their 325 Hispanic ELLs from five elementary schools located in a medium-sized metropolitan school district in the…
The Fezzan Project 1999
This report summarises the work of the third season of the Fezzan project which took place in January 1999. The main environmental findings of the project team of specialist geographers are providing confirmation of dramatic climatic and environmental change over the last 100,000 years and give more precise dates for some of these changes. The excavations in Old Germa (ancient Garama) have continued through Islamic levels, with elements of five m…
Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes
As a result of the emphasis on professional development schools (PDSs) in teacher education over the past decade, numerous theoretical articles, process descriptions, and research reports provide considerable information about the nature and impact of school-university partnerships (Abdal-Haaq, 1998; Book, 1996). Several articles outline the perceived benefits for school and university faculty of participation in joint inquiry (e.g., Darling-Hamm…
Principles and consistent management in the arts
Understanding complex fragmented assemblages of human and animal remains
Medieval Roxburgh
Little surface trace now remains of the royal burgh of Roxburgh in the Scottish Borders, which flourished between the 12th and 15th centuries AD. By the early 16th century it had been abandoned. Documentary sources, maps, topographical analysis and aerial photography have been brought together in a preliminary attempt to define the burgh’s location, defences, internal morphology, historical and environmental contexts, and associated extramural fe…
Neolithic Causewayed Enclosures and Later Prehistoric Farming
Developer-funded archaeology on the Isle of Sheppey resulted in the discovery of not one but two Neolithic causewayed enclosures on the same hilltop in very close (c. 300 m) proximity. In the later Bronze Age enclosures and cremation cemeteries were constructed immediately to the east, followed by Iron Age enclosures and, ultimately, field systems dating to the later Iron Age onwards. A radiocarbon programme enabled the chronological sequence and…
Advancing Research, Practice, and Policy in Teacher Education
We are extremely pleased to have been selected as the new editors of the Journal of Teacher Education (JTE). As the flagship journal of the American Association of Colleges of Teacher Education, JTE provides an outlet for important research in the field as well as a forum for theoretical and conceptual considerations of seminal topics in teacher education. The broad range of topical areas and methodologies represented in the journal; the balanced…
Beyond the Teacher Certification Program Debate
This theme issue of the Journal of Teacher Education (JTE) considers the impact of various program and policy features on teacher education and professional development. In publishing this issue, the editorial team aims to challenge the field to shift attention from general debates about traditional versus alternative certification programs toward more nuanced conversations about specific features of programs (whether traditional or alternative, …
Adding to the Knowledge Base
In our first two issues as editors of the Journal of Teacher Education (JTE), we expressed a commitment to facilitating the development of the knowledge base in teacher education while strengthening the connections among research, practice, and policy. Sharon Robinson, President and CEO of the American Association of Colleges of Teacher Education (AACTE), provided a guest editorial in our initial issue (JTE Vol. 62, Issue 5), which signaled the i…
Getting Our Own House in Order
Similar to our predecessors and those before them for the past decade, our editorial team has assumed leadership of the Journal of Education (JTE) in times of extreme criticism of educational research and of both preservice and inservice teacher education. Critics from within like Arthur Levine proclaim that everything is broken (Levine, 2011), that there is research into what kind of training produces successful teachers (Levine, 2011), and that…
Examining the Complexity of Assessment and Accountability in Teacher Education
The theme of accountability currently permeates conversations about education at every level, including teacher education and professional development. In our Call for Manuscripts for this theme issue, we invited empirical or conceptual manuscripts addressing assessment and accountability in teacher education that would move the community forward in considering the topics both more precisely and with greater complexity. The range of suggested sub…
Teacher Learning and Perceptions Across the Professional Continuum
Learning occurs throughout a teacher's career and as the result of engagement with a multitude of experiences, both within and outside of formal teacher education venues. This volume of Journal of Education contains seven articles that inform the teacher education community about teacher learning across the professional continuum. Within these pages, readers will consider three studies about effective professional development for inservice teache…
Topics in Teacher Education Research
In previous editorials, we have described how criticism of the rigor and relevance of teacher education has influenced our vision for the journal. As a result, we have shared our criteria for determining the quality of manuscripts submitted to Journal of Teacher Education (JTE) and described how certain published articles exemplified these criteria (see Issues 63:1 and 64:2). However, our examples have primarily focused on improving methodology, …
Quality Teacher Education Research
In the first issue of Volume 63, we focused our editorial on the need to improve research in teacher education by increasing the rigor and relevance of studies in the field. We referred to individual studies as in a structure that would serve as a knowledge base for researchers, practitioners, and policy makers (Knight, Lloyd, Arbaugh, Edmondson, Nolan, & Whitney, 2012). As researchers, we need to attend to both the quality of individual bricks a…
Teacher Learning and Standards-Based Instruction
The topic of standards-based instruction is currently at the forefront of conversations about education at every level, including teacher education and professional development. The proliferation of state curriculum standards over the past decade and the recent development of the Common Core State (CCSS) for English/Language Arts and Mathematics as well as the release of the second draft of the Next Generation Science (NGSS) in January 2013 have …
Talking Across the Disciplines
In one of our early editorials (Volume 63:1), we noted the tendency for many teacher education researchers to submit research that has broader teacher education implications to specialized content journals--journals that may or may not be read by teacher educators. We framed this as a choice faced by faculty who walk in two university worlds--for example, science education and teacher education--about their identities as researchers. Our question…
Professional Development and Practices of Teacher Educators
Journal of Teacher Education's (JTE) Major Forum at the 2013 AACTE Annual Meeting (Knight, Edmondson, Hollins, Imig, & Gitomer, 2013) focused on the current and future preparation of educators. The topic attracted a large audience and the presenters generated a great deal of interest among attendees. However, from questions and comments, it was clear that while some in the audience considered teacher education a separate area of study, others con…
Performance Assessment of Teaching
Recent challenges concerning the quality of teachers and the programs that prepare them have resulted in responses from professional organizations that have been more widespread and intense than in the past (Robinson, 2011; Wiseman, 2012). The Blue Ribbon Panel on Clinical Preparation (BRP) formed by the National Council for the Accreditation of Teacher Education (NCATE), the merger of NCATE and Teacher Education Accreditation Council (TEAC) into…
Taking Stock in 2014
In preparation for JTE's Major Forum at the 2014 AACTE Annual Meeting, Taking Charge of Change, the editorial team engaged in a series of discussions about their perceptions of change in the teacher education knowledge base over the past 10-15 years. We noted that the intended goal of several major reports published during this time period was to impact the nature and quality of education research in general and teacher education research in part…
Research as a Catalyst for Change
Throughout our editorship, we have emphasized the goal of bringing together the three dimensions of teacher education-practice, policy, and research--to address issues or challenges faced by stakeholders in the field (see Editorials 63:1 and 63:2). The theme of the upcoming 2014 American Association of Colleges for Teacher Education (AACTE) Annual Meeting, Taking Charge of Change, provides an opportunity to highlight the role of research to impac…
School-Based Teacher Learning
The theme of this issue of Journal of Teacher Education (JTE) focuses on theory, people, processes, and outcomes related to teacher learning in school-based settings. Teacher educators and researchers agree that externally driven, isolated workshops and conferences have produced little impact on inservice teacher learning and change (Gallimore, Emeling, Saunders, & Goldenberg, 2009; Hawley & Valli, 1999). In contrast, when professional developmen…
Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development
In the previous issue, Marilyn Cochran-Smith and Ana Maria Villegas provided Part One of two JTE articles based on their chapter in the upcoming fifth edition of the Handbook of Research on Teaching (Cochran-Smith et al., in press). Their handbook chapter presents the findings from the review of 1,500 teacher education research studies published between 2000 and 2012. Part One of the two articles described the procedures and theoretical framework…
Psychology (25 works) · Pedagogy (20 works) · Mathematics education (19 works) · Teacher Education and Leadership Studies (19 works) · Sociology (17 works) · Political science (16 works) · Teacher education (16 works) · Collaborative Teaching and Inclusion (13 works) · Professional development (10 works) · Educator Training and Historical Pedagogy (7 works)