Tiffany Karalis Noel

Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.

Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.

Collective Autoethnography: A Practical Guide for Studying Shared Experience Across Research, Teaching, and Practice introduces a rigorous and accessible qualitative methodology for researchers who want to study shared lived experience collaboratively. The book presents CoAE as a complete six-phase method, guiding readers from forming a research group and generating data together, all the way through analysis, interpretation, and collective writing. The book walks readers through every phase of the CoAE process: building a research container, developing shared interview protocols, conducting and transcribing collaborative interviews, coding independently before synthesizing together, reaching genuine consensus through structured dialogue, and weaving individual voices into a unified narrative. Throughout, readers encounter a sustained worked example drawn from a real 2020 study, alongside practitioner tools, readiness checks, and field-tested templates ready for immediate use. The book gives careful attention to the ethical dimensions unique to collective inquiry, including iterative consent, power dynamics, and the researcher-participant dual role, and extends the method across dissertation research, K-12 school inquiry, healthcare, and community-based settings. This book is written for qualitative researchers, doctoral students, teacher educators, and practitioners across education, healthcare, social work, and the organizational sciences who are ready to do research that is as relational, rigorous, and generative as the questions they are asking.

Collective Autoethnography: A Practical Guide for Studying Shared Experience Across Research, Teaching, and Practice introduces a rigorous and accessible qualitative methodology for researchers who want to study shared lived experience collaboratively. The book presents CoAE as a complete six-phase method, guiding readers from forming a research group and generating data together, all the way through analysis, interpretation, and collective writing. The book walks readers through every phase of the CoAE process: building a research container, developing shared interview protocols, conducting and transcribing collaborative interviews, coding independently before synthesizing together, reaching genuine consensus through structured dialogue, and weaving individual voices into a unified narrative. Throughout, readers encounter a sustained worked example drawn from a real 2020 study, alongside practitioner tools, readiness checks, and field-tested templates ready for immediate use. The book gives careful attention to the ethical dimensions unique to collective inquiry, including iterative consent, power dynamics, and the researcher-participant dual role, and extends the method across dissertation research, K-12 school inquiry, healthcare, and community-based settings. This book is written for qualitative researchers, doctoral students, teacher educators, and practitioners across education, healthcare, social work, and the organizational sciences who are ready to do research that is as relational, rigorous, and generative as the questions they are asking.