Message+to+members+May+12,+2009

=Number 1, 2009= =Number 2, 2009= =Number 1, 2010= =Number 2, 2010=

=Number 1, 2009= =Self Study of Teacher Education Practices=

Message from the Chair
Hello S-STEP-ers, I have just returned from the ISATT conference at the University of Lapland, in Northern Finland, which was an interesting experience not the least of which was due to 24 hours of sunlight and very warm weather - quite a body shock for me coming from a southern Australian winter - and about as far away from home as I can get! One of the themes of the conference was ‘Challenges of pedagogy in the 21st century’. To me this theme speaks to the heart of our work in the self-study of teacher education practices, as we seek to identify the values and principles that underpin our practices, how these are understood by those with whom we work, including students, colleagues, departments and external agencies, and how we can work to manage and sustain our pedagogical ideals as we grapple with issues such as increasing pressures of accountability and conformity to externally prescribed standards. The challenge for many of us in self-study is in demonstrating the value and importance of teacher educators’ work as a unique and specialised form of expertise that makes a difference to prospective teachers’ learning. Continuing to put our work forward and drawing on the accumulated wisdom we have developed as a group is an important means of reminding others outside our immediate community that teacher educators and teacher education matters. Connecting with other Special Interest Groups at AERA is one way of taking this issue forward, as well as presenting and representing self-study work in a wider variety of contexts, and publishing in a range of journals. As a well-established field of study, we have important contributions to make to the broader educational community about what we know about teacher education practices. As your newly elected Chair I am hoping to be able to find ways in which we can work together to make our voices heard in these important matters. I hope we can share our ideas about how we can push our S-STEP work outward in ways that challenge and extend all of those who have a stake in teacher education. Also a reminder that S-STEP has a wikispace: http://s-step.wikispaces.com/ The wiki space is a place where we can exchange ideas and post information about our SIG. A number of people approached me at AERA about developing a more active web presence, so hopefully this wiki offers a collaborative space which can be collectively developed that fits well with the S-STEP ethos. We have a discussion area, as well as a space to post a picture of yourself to show other STEP-ers where you are located and how to contact you. Hopefully we might build even better connections amongst the group through making available our contact details in this way. I hope that wherever you are in the world that you have had a chance to have a mid year break, to slow down and recharge, and that you feel ready for what the next few months brings.

=**Treasurer’s Report**=

Self-Study Financial Statements
Below are the Financial Statements for 2008 (January - December) and 2009 (January - May). Please note that both statements reflect dues collected and payments distributed. If you have questions and/or concerns, you may contact AERA's Shannon Luo sluo@aera.net or Jeff Kaplan, jkaplan@mail.ucf.edu

Financial Statement - 2008 SIG - Self Study of Teacher Ed Practice SIG (109) December 2008 Financial Statement January – December, 2008 Description Beginning Balance Month-to-Date Year-to-Date Ending Balance

Membership Dues Income $357.50 $2,744.97 7/08-6/09 SIG Management Fee – ($300.00) SIG- Self-study New York Reception – ($3,685.60) $7,764.66 $357.50 ($240.63) $8,122.16 Financial Statement – 2009 SIG - Self Study of Teacher Ed Practice SIG (109) May 2009 Financial Statement January – May, 2009 Description Beginning Balance Month-to-Date Year-to-Date Ending Balance Membership Dues Income $103.32 $989.14 WestinSD SIG9PreConfMtg 04/09 ($3,183.80) ($3,183.80) $9,007.98 ($3,080.48) ($2,194.66) $5,927.50 For questions related to this statement, please contact the accounting department at accounting@aera.net.

=CALL FOR PROPOSALS= Self-Study of Teacher Education Practices Proposals due on or before September 14, 2009

Herstmonceux Castle, East Sussex, England August 1-5, 2010** Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education
 * Herstmonceux VIII

Self-Study of Teacher Education Practices (S-STEP), a special interest group of AERA, invites you to participate in the 2010 Castle Conference. All proposals are welcomed, and membership in S-STEP is not required for proposal submission. Conference organizers and editors of the proceedings are Lynnette Erickson, Stefinee Pinnegar and Janet Young, all from Brigham Young University, Provo, Utah, USA. Our theme for the eighth international conference on self-study of teacher education practices is Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education. Authors of proposals are encouraged to incorporate this theme into their work, but the lack of a clear connection to the conference theme alone will not disqualify a proposal.

Important Dates: Sept. 14, 2009 Proposals due (from authors) Sept. 28, 2009 Reviewers receive proposals for review Oct. 19, 2009 Proposal reviews due (from reviewers) Oct. 26, 2009 Notification of acceptance to authors Jan 18, 2010 First Draft of Conference Paper due (3000 word maximum) Jan. 22, 2010 Reviewers receive first draft of conference papers for review Feb. 15, 2010 First draft reviews due (from reviewers) Mar. 12, 2010 Authors receive feedback on first draft of conference papers April 5, 2010 Author submit final revision of papers May 7, 2010 Final proofs to authors for approval May 17, 2010 Authors’ approval of proofs due July 1, 2010 Conference proceedings available online

Please contact the program chairs with any questions. We look forward to your participation in the Castle Conference 2010.

Proposal Guidelines: 1. Maximum length for proposals is 1000 words. (Maximum length for final proceedings papers is 3000 words.) References are not included in the word count for proposals and papers. Include the following details and suggested headings in the proposal: Title Context of the Study Aim/Objectives Method(s) Outcomes Presentation Format (e.g., discussion, interactive experience, hands-on workshop) Technology needed. (Note: Providing your own laptop is recommended) References 2. Save your manuscript in Rich Text Format (RTF). Mac or PC versions are acceptable. Figures must be submitted as GIF or JPG images. Please do not use running heads, running footers, page numbering or reference list software. The proposal should not contain information that would identify the author(s) as the review will be blind. The name of your proposal file must include your surname and your first initial, up to 5 letters of your institution name, and the letters “prop.” (e.g., Lynnette Erickson from Brigham Young University would send a proposal file named ericksonl.byu.prop.rtf)

3. Your proposal must be accompanied by a separate document (cover sheet) containing the following information: Proposal title; name(s) of author(s) and their institutional affiliation(s); name, email address, mailing address, and office telephone number for the contact person. The name of your cover sheet file must include your surname and your first initial, up to 5 letters of your institution name, and the letters “cov.” (e.g., Lynnette Erickson would send a cover sheet file named ericksonl.byu.cov.rtf) Submitting Proposals: Submitting proposals will be a slightly different process than in past years. As indicated above, you will submit two documents in the proposal process. 1. You will need a Google Docs account. These accounts are free of cost and are available worldwide to anyone with access to the Internet. If you do not already have such an account, instructions for opening a Google Docs account are provided at the end of this call for proposals. 2. Enter your home page of Google Docs, and click upload (found on the menu bar under the Google logo) a. In the upload a File section, browse your hard drive to locate your proposal file and select your proposal file, and the name will appear in the browse box. b. Browse your hard drive to locate your proposal file. Click on Upload file. It is not necessary to enter a URL or rename the file. Your document will appear on the screen. c. Click on Share located in the upper right hand corner of the screen. A drop-down menu will appear. Select Share with others. d. Using the radio button on the left hand side of the screen, Invite people as collaborators. e. In the box provided, type in the following email address: CastleVIII@gmail.com. f. Under Advanced permissions, check only collaborators may invite others. This allows for distribution of your proposal to the reviewers. g. Click on Invite collaborators. A pop-up box will appear asking you to tell these people about the documents? (This alerts the program coordinators that you have submitted your proposal.) No message is necessary in the message box, but check Paste the document itself into the email message. If you want confirmation that your document has been submitted, check CC me. h. Press the Send button. i. When upload is complete, click on Save and close found in the upper right hand corner of the screen. This will return you to your home page of Google Docs. 3. Repeat steps a-i above to submit your cover sheet. Your proposal and cover sheet are now available and the review process can proceed! Review: A unique aspect of the Castle Conference review process is the expectation that individuals who submit proposals and papers will also serve as peer reviewers for their colleagues. If you submit a proposal to the Castle VIII Conference, you will be asked to review two or three proposals and at least one paper for the conference. Reviewers will access both proposals and papers for review through Google Docs. Attendance: Authors submitting a full paper for publication in the conference proceedings are expected to attend the conference and present their work. Papers unaccompanied by at least one of their authors will not be included in the published proceedings.

Important Dates: Sept. 14, 2009 Proposals due (from authors) Sept. 28, 2009 Reviewers receive proposals for review Oct. 19, 2009 Proposal reviews due (from reviewers) Oct. 26, 2009 Notification of acceptance to authors Jan 18, 2010 First Draft of Conference Paper due (3000 word maximum) Jan. 22, 2010 Reviewers receive first draft of conference papers for review Feb. 15, 2010 First draft reviews due (from reviewers) Mar. 12, 2010 Authors receive feedback on first draft of conference papers April 5, 2010 Author submit final revision of papers May 7, 2010 Final proofs to authors for approval May 17, 2010 Authors’ approval of proofs due July 1, 2010 Conference proceedings available online

Please contact the program chairs with any questions. We look forward to your participation in the Castle Conference 2010. Lynnette Erickson, lynnette_erickson@byu.edu Stefinee Pinnegar, stefinee_pinnegar@byu.edu Janet Young, janet_young@byu.edu Instructions for opening a Google Docs Account: Access the Google Docs home page by Googling Google Docs (www.docs.google.com) Click Get started on the right side of the screen to create a new account. Provide required information and click on I accept. Create my account. When directed on the next screen Click here to continue.

=News from the Membership=

Jack Whitehead has had an amazing set of publications this year:
Hymer, B., Whitehead, J. & Huxtable, M. (2009) Gifted and Talented Education: A Living Theory Approach. London; Wiley. McNiff, J. & Whitehead, (2009) Writing Up Your Action Research London; Sage. McNiff, J. & Whitehead, J. (2009) Demonstrating Quality In Action Research For Social Accountability, in The SAGE Handbook of Educational Action Research, Noffke, S. & Somekh, B. (Ed.), London; Sage. Whitehead, J. (2009) Generating Living Theory And Understanding In Action Research Studies. Action Research, 7 (1), 85-99. Whitehead, J. (2009) How Do I Influence The Generation Of Living Educational Theories For Personal And Social Accountability In Improving Practice? pp. 173-194 in Tidwell, D., Heston, M., & Fitzgerald, L. (Eds.), Research Methods For The Self-study Of Practice. New York: Springer. Whitehead, J. (2009) The Significance Of ‘I’ In Living Educational Theories, pp. 441-463, in Daniels, H., Lauder, H. & Porter, G. Educational Theories, Cultures and Learning: A Critical Perspective. London; Routledge. Whitehead, J. & Huxtable, M. (2009) 'How can inclusive and inclusional understandings of gifts/talents be developed educationally?' in Montgomery, D. (Ed.) Able, Gifted and Talented Underachievers. London; Wiley.

He also writes that: i) Jack is leading the keynote symposium on the 3rd September 2009 at the British Educational Research Association Annual Conference in Manchester, UK, on 'An epistemological transformation for educational knowledge with educational responsibility' ( see the successful proposal at http://www.jackwhitehead.com/bera/bera09keyprop.pdf ) ii) Jack believes that he has cracked the problem he has been working on for years on how to communicate meanings of flows of loving dynamic energy as explanatory principles of educational influence. He'd appreciate your feedback on the validity of his belief. Jack says that you may be able to appreciate his meaning (and test the validity of his belief) by reading an extract of a narrative from Claire Formby's masters writings together with a brief video clip. Claire draws on Jacqueline Scholes' Rhodes idea of exquisite connectivity from her doctoral thesis, 'From the Inside Out: Learning to presence my aesthetic and spiritual being through the emergent form of a creative art of inquiry' (see http://www.actionresearch.net/rhodes.shtml). If you have the time and inclination click on http://www.jackwhitehead.com/jack/jwtuesday8june09.htm and then click on 'How am I integrating my educational theorizing with the educational responsibility I express in my educational relationships with the children in my class and in my school and wider society?' under the second image of Claire Formby. I think it will repay your attention to browse down to the section on: How do I express my values in my educational relationships with the children?

Click on the first image in this section to play the brief video clip. From seeing the relational dynamic through the clip and reading the words below Jack thinks that you may feel the kind of transformation he felt and understood in extending his propositional and dialectical epistemologies with inclusionality. By inclusionality, Jack is meaning following the ideas of Alan Rayner, a relationally dynamic awareness of space and boundaries as continuous, connective, reflexive and co-creative.

Judith Longfield, Ph.D. Center for Excellence in Teaching Henderson Library, Suite 1303 912.478.0078 jlongfield@georgiasouthern.edu
 * Judith Longfield** reports that she has changed jobs and now works in the Center for Excellence in Teaching at Georgia Southern University. Her new contact information is below:


 * Laurie Ramirez** writes: I graduated in May from the University of Utah with my doctorate in teaching & learning. I will be starting in August at Appalachian State University in Boone, North Carolina in their Middle Grades Teacher Education Program.

Here’s the Table of Contents: Editorial Teaching as a discipline, Pages 183 - 187 Authors: John Loughran; Tom Russell Articles Is teaching a discipline? Implications for teaching and teacher education, Pages 189 - 203 Author: John Loughran Teaching as disciplined enquiry, Pages 205 - 223 Author: John Mason Experience, theory, and practical wisdom in teaching and teacher education, Pages 225 - 240 Authors: Mieke Lunenberg; Fred Korthagen The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity, Pages 241 - 256 Authors: Robert V. Bullough Jr.; Stefinee Pinnegar Who I am in how I teach is the message: self-understanding, vulnerability and reflection, Pages 257 - 272 Author: Geert Kelchtermans Redefining teaching, re-imagining teacher education, Pages 273 - 289 Authors: Pam Grossman; Karen Hammerness; Morva McDonald Learning to think like a teacher educator: making the substantive and syntactic structures of teaching explicit through self-study, Pages 291 - 304 Author: Shawn Michael Bullock Professional self-understanding as expertise in teaching about teaching, Pages 305 - 318 Author: Amanda Berry Seeing teaching as a discipline in the context of preservice teacher education: insights, confounding issues, and fundamental questions, Pages 319 - 331 Authors: Andrea K. Martin; Tom Russell
 * Mandy Berry** reports on the publication of a special issue of Teaching and Teacher Education on Teaching as a Discipline.

Lassonde, C., Galman, S., & Kosnik, C. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers. Self-Study Research Methodologies for Teacher Educators is a comprehensive text that delineates a range of research methodologies. This edited volume, with many chapters written by self-study scholars who are noted in the field for particular methodological and epistemological perspectives, helps fill the gap in the literature on self-study research methods. It provides readers with an opportunity to examine various methodologies that will not only help them deepen their understanding of research but also will allow them to select one that best suits their needs. Both new and experienced researchers will find this text valuable. We consider Self-Study Research Methodologies for Teacher Educators a valuable contribution to the field of teacher education.
 * Cindy Lassonde** writes about her new book with Claire Kosnik and Sally Galman:

Jack Whitehead writes: My copy of Research Methods for the Self-Study of Practice arrived on Friday and I want to congratulate Deborah, Linda and Melissa on the quality of their editing of such an excellent collection and to everyone for the significance of their contributions. It's just what I needed for the start of our Summer School for masters students here at Bath and for my own masters students who are doing their unit on research methods in education.
 * Many compliments for another book from the SIG:**

Morwenna Griffiths writes about the book edited by Tidwell, Heston, and Fitzgerald: Well done everyone (and including my lovely co-authors!). This is a terrific book. Really useful, really grounded, really principled. What more could anyone want? Thanks for including us!


 * Jeff Kaplan** writes: As we continue to grow as a SIG, I have been struck by how passionate and detailed we have become in our analysis of what we do and what we do not do. We are not a political body - although clearly we are well aware of the political implications of our work. We are not a self-help group - although we know that our conversations lead to a better understanding of who we are. We are not even a specific education discipline group, although we are bound by our common passion to improve teacher education.

No, what struck me as I listened to our SIG sessions is that we are a group bound by our belief that caring and compassionate teachers recognize that human understanding begins with self-doubt and that self-doubt leads to self-understanding. Our SIG recognizes that human infallibility is the ultimate truth in all teaching and that when we recognize our own limitations, we become better teachers and ultimately, students of the human condition.

MULTI-LEVEL LEARNING (MLL) AND CORE REFLECTION Introductory & Advanced workshops for promoting deep reflection in Leading, Teaching, Learning, and Living Sponsored in the Fall of 2009 in Ashland, Oregon by: Southern Oregon University’s School of Education In partnership with the Institute for Multi-Level Learning, Amsterdam, Netherlands Fred Korthagen & Angelo Vasalos Prof. Dr. Fred Korthagen and Angelo Vasalos are Dutch educators from the Institute for Multi-level Learning who have developed an impressive framework and programs to enhance deep learning in students and educators. Their MLL approach represents a shift from a focus on overcoming problems and deficiencies towards a focus on building on people’s ‘core qualities’, to promote personal strengths and professional development. In MLL the cognitive, emotional, motivational and behavioural aspects of learning are connected. It uses recent insights from positive psychology that show how a focus on existing qualities, the potential for flow and transformative development, leads to more well-being and effectiveness. The MLL approach is also based on notions from Almaas’s Diamond Approach, Psychosynthesis, Gestalt therapy, and the ‘Courage to teach’ work of Parker Palmer. Workshops Workshops target teachers, principals, superintendents and teacher educators, as well as other leaders in education, and human service professionals. The MLL strategies promote Core Reflection, a method for systematic reflection and coaching, which is aimed at overcoming internal and external obstacles to live one’s best personal and professional capacities in practice. The participants practice using a model for MLL and practical guidelines related to this model. They not only learn how to promote MLL and Core Reflection in others, but they also apply the guidelines to their own learning and problem solving. The application of the practices develops an individual’s inner strength and helps to enact his or her mission. It is important that the participants learn how to use the model not in a technical way, but to stay in touch with their inner cores, thus creating an authentic and inspiring relationship with the people they support, in which each person involved can experience flow and organic growth. Participants’ Evaluations The MLL approach is impacting the development of individuals, schools and organizations in Europe and abroad. From evaluations of previous workshops attended by Professors and teacher educators in the United States: - Since returning, I have told colleagues and students that in my many years as an educator, I think this has been the most powerful and transformative experience I have ever had. - I see this workshop as a tremendous gift. - The techniques of Core Reflection are really limitless in their application. - This has been the most profound, influential workshop I've ever had in my life. - You would not know how much profound impact you’ve done to me personally and professionally. I feel so fortunate to be there at this workshop you’ve given in America! - It presented me with, no, immersed me in an ideal vision for my work, my teaching and my way of being that. I now feel inspired and equipped to bring into being, one small but sure step at a time. Introductory Workshop The first workshop introduces participants to Multi-Level Learning and Core Reflection. Intended to serve higher education and K12 educators and other human service professionals, the three day workshop provides an overview of the theory and practice of MLL, and guided coaching in the application of Core Reflection in the work (and life) of these participants. While it is focused primarily on those who are new to the ideas of Core Reflection, those with some previous experience will certainly benefit from a deepening of their knowledge and experience of this innovative personal and professional development approach. DATES: September 8th (beginning at 9 a.m.) - Sept 10th (5 p.m.) LOCATION: Suncrest Retreat Center, near Southern Oregon University (Ashland, Oregon) COST: $ 600* (Includes registration, lunches, and workshop materials)
 * Fred Korthagen** will be holding two additional workshops in Oregon this fall. Here are the fliers.

Advanced Workshop The second workshop targets those who have already attended an introductory workshop in MLL and Core Reflection. It focuses on professionals who seek to gain a deeper understanding of how to apply and support others in the practices and principles of Core Reflection. This workshop focuses on issues such as: • Educational innovation and leadership ‘from within’; • Learning a systematic approach to manage the internal processes in the facilitator/coach, i.e., addressing the dynamics of one’s own anxieties, limiting thoughts; • Facilitating transformative learning and developing a holistic approach integrating thinking, feeling, wanting, and action; • Recognising various types of obstacles, and adjusting one’s intervention style to them; • Identifying and transforming avoidance patterns; • Working with images, functions of the will, and dis-identification; • Developing the power of awareness, mindfulness, and the here-and-now; • Enhanced effectiveness in facilitation of or collaboration with groups and teams.

DATES: Sept 13th (beginning at 9 a.m.) – Sept 15th (5 p.m.) LOCATION: Suncrest Retreat Center, near Southern Oregon University (Ashland, Oregon) COST: $ 600* (Includes registration, lunches, and workshop materials) Reduced Rates - Cost for those participating in both workshops: $ 1,050 Registration Workshops are limited to 25 participants. To avoid disappointment please send a completed registration form by July 15, 2009. We will confirm receipt of your registration. If the workshop fills we will place your name on a waiting list. When you register, we will confirm your place and ask you to send a check payable to: Southern Oregon University. For online registration, please visit www.sou.edu/education/mll For further information: Contact Younghee Kim, Professor, (kimy@sou.edu), or William Greene, Professor, (greenew@sou.edu) at: School of Education, Southern Oregon University, 1250 Siskiyou Blvd. Ashland, OR 97520, USA. (W) 541.552.8247 or 541.552.6921, (Fax) 541.552.8247. For additional registration and lodging information or questions: Contact Angela Huftill at (huftill@sou.edu) or 541.552-6332. (Please use “MLL Registration” in your subject title.) References

Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice 11(1), 47-71. Korthagen, F.A.J. (2005). The organisation in balance: Reflection and intuition as complementary processes. Management Learning, 36(3), 371-387.

=Number 2, 2009=

=Self Study of Teacher Education Practices= =Dear S-STEP-ers,=

Congratulations everyone on a very successful AERA and thank you for your contributions to the pre-conference and main conference activities. Thanks to all involved as chairs, discussants, paper presenters and those who attended the sessions. It was fantastic to see that right up until the last time slot, the S-STEP sessions were well attended and enthusiastically received. Feedback from non S-STEP members who encountered us for the first time continues to be that we are a welcoming and friendly group who are genuinely interested in learning about how we can support each other to do the best possible work. Thanks particularly to Nancy and Jill for their work in preparing the pre-conference and to Hafdis for another extremely well organised main programme. Thanks also to Ann Schulte for arranging the Thai restaurant dinner - it was terrific fun and a wonderful way to reconnect with friends - and meet new ones.

This email contains a number of important announcements about changes in our forthcoming activities. Sorry that the email is rather lengthy but these items are ones that just can't wait. They are: 2. Changes to AERA proposal process. 3. Review of SSTEP website and possible hosting of website by AERA. 4. Call for items for next SSTEP newsletter.**
 * 1. Change to Castle VIII submission dates.

See below for details of each, as well as the pages of this Wiki.

Thanks to everyone for the warm welcome I received as new S-STEP SIG Chair. I am really looking forward to working with you in this important role. I appreciate very much the induction from Ann and Clare. Their wisdom and friendship has been wonderful. As you know Deb Tidwell is our new Chair elect and I am really pleased to be working with her, and with Ann as past-chair.

Thanks again and my warmest wishes from your 'down-under' Chair, Mandi Berry

In response to the discussions around the dates for submission of proposals and papers to Castle 2010, the organising team of Lynnette, Stefinee and Janet have offered to extend the dates in the following way:
 * 1. Castle VIII dates**.

Sept. 14, 2009 Proposals due (from authors) Sept. 28, 2009 Reviewers receive proposals for review Oct. 19, 2009 Proposal reviews due (from reviewers) Oct. 26, 2009 Notification of acceptance to authors Jan 18, 2010 First Draft of Conference Paper due (3000 word maximum) Jan. 22, 2010 Reviewers receive first draft of conference papers for review Feb. 15, 2010 First draft reviews due (from reviewers) Mar. 12, 2010 Authors receive feedback on first draft of conference papers April 5, 2010 Author submit final revision of papers May 7, 2010 Final proofs to authors for approval May 17, 2010 Authors’ approval of proofs due July 1, 2010 Conference proceedings available online

You will be submitting your proposal via google docs. Information about how to do this is contained in the CastleVIII page on this site and further support is offered by the organising team, should you need it. Thanks to the Castle team for their willingness to offer these alternative dates.

2. **AERA proposal process.** The 2010 AERA conference (Denver, Colorado: April 30 - May 4) has some changes to the proposal process summarised below and more detail in attachment.

Deadline for Proposals: July 15, 2009 Proposal review panel: Each SIG must select a core of experienced individuals in the field as members of the Review Panel. Each proposal must have a minimum of three reviews. To facilitate this process, the S-STEP SIG must have at least 25 members in the panel. If you are an experienced self-study researcher, you are strongly encouraged to nominate yourself to this Proposal Review Panel. Send your expression of interest asap to Hafdis: hafdgud@KHI.IS Presentation Choice: When you submit your proposal, it will be critically important for you to designate the type of paper presentation you desire. You will have the option to choose 1st, 2nd and 3rd choices for the type of presentation you are willing to provide. Choices are symposia, traditional paper, roundtable and posters. Roundtables will include four-five papers with a chair/discussant, and will be 90 minutes in length. Poster sessions will be upgraded to paper level. There will be two types of poster sessions: the traditional poster session, and a small group poster session involving ~6 posters, chairs for seating, and a chair/discussant. Posters and rountables would seem rather suitable for SSTEP, particularly in connecting with other SIGS. If you are looking for others to collaborate with on a session, please send a message to the list serve.

To alleviate possible concerns, AERA will write letters to universities of authors who have been assigned a poster session to explain the paper quality level of poster presentations.

See AERA 2010 page on this site for more details.

There have been some discussions around how we might develop our website so that it offers some more functionality that will be useful to our community, including interactive components. Thanks so much to Mary Lynn Hamilton and KU for the considerable work over a number of years that she has done in web hosting our S-STEP group. However, Mary Lynn's group is no longer able to offer the kind of support that we need so we are seeking ideas for alternatives.
 * 3. SSTEP website.**

AERA is keen to host our website as they already do so for many other SIGS. If you are unaware of what is offered through the AERA website, go to: []. Hosting with AERA is free to all of SIGs and Divisions, and offers a reasonable range of functions, however we still need to have members who are willing and able to update and maintain the site. If you are interested in taking on this role or wish to offer your ideas about possibilities, can you please send a short statement about what aspects you are interested in and able to do on the Discussions page of this wiki site.

Our S-STEP Newsletter will come out in July. If you have newsletter items, please send them to Mary Manke at mary.p.manke@uwrf.edu. We invite you to share your experiences of AERA this year - what stood out for you/challenged you? How did you respond to the preconference? Please also send information to Mary about publications, promotions and sharing of general good news, etc. I'm sure with the abundance of great work that SSTEP-ers do there will be much to report. So, don't be shy about putting your news, or someone else's, forward!
 * 4. Call for items for next SSTEP newsletter.**

That's all for now, Mandi

=Newsletter 1, 2010= =Self Study of Teacher Education Practices Newsletter=

Hi S-STEP-eRs,
====AERA conference is almost upon us so this newsletter has updates about SSTEP sessions, as well as other news relevant to self-study folks. If there are items you wish to be raised at the SSTEP Business Meeting at AERA (6.15- 8.15 pm Sunday May 2), please email Mandi Berry, amanda.berry@education.monash.edu.au For those who are able to attend in Denver, see you soon! Mandi====

(1) SSTEP AERA program:
====Flyers listing all SSTEP sessions will be available at the conference. A list of all the SSTEP sessions is included at the end of this email and in pdf format on the SSTEP Wikisite (since the AERA listserv does not support attachments).==== ====Hafdis has been working hard on the program and has sent us this information about some issues related to the structure and format: There are 13 sessions organized by Self-Study of Teacher Education Practices spread through all five days. I would like to point out that some mistake happened as the acceptance notice was sent out. All presenters presenting either a poster or at a round table received a notice that their paper was accepted as a poster. Please note that the way it appears in the schedule is right. Since this is all automatic I didn’t realize this until I saw the schedule and S-Step doesnt have any round tables just poster sessions! I have no idea why this happened but believe this has something to do with the system but not with me! Please forgive me for this mistake. You will soon receive information from me about how to organize your presentation. Your paper needs to be uploaded April 9 the latest.====

(3) SSTEP Election Results for 2010:
====Congratulations to our new Secretary/Treasurer: Jill Farrell. Thanks so much to Jeff Kaplan who has held this role for several years and who has done an excellent job in keeping our affairs in order! Thanks also to all those who nominated for this position.====

(5) News:
====Jack Whitehead has accepted a role as Education and Learning Stream Coordinating Chair for the Eighth Action Learning Action Research World Congress 2010 (6-9th September in Melbourne). This is a virtual networking role and he is beginning a networking stream on the 1st March 2010. He's hoping that you will help him to facilitate this global dialogue via an e-forum at: https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=practitioner-researcher&A=1 All you do is to put in your name and e-mail on the form and click on the 'Join' box at the bottom of the page.====

AERA Extends Deadline for Submission of Spring Cycle Proposals for Education Research Conferences:
====Revised Deadline: Friday, March 19, 2010. With the 2010 Annual Meeting being held later in the calendar year, the American Educational Research Association (AERA) is able to extend the date for submission of education research conference proposals in the 2010 Spring Cycle. Please note the new deadline of 11:59 p.m. Eastern Time on March 19, 2010.==== ====This Call seeks proposals for conferences with promise to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research. Conferences may focus on conceptual, empirical, or methodological issues important to understanding the state of the knowledge and charting directions for future education research. Proposals should make clear the research advance that will be accomplished through the conference and the products that will be produced. For information about this education research initiative, please visit: http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3804/294-294_05EDR09(1).pdf====

(7) Extended deadline
====to April 30, 2010 for the Call for Ideas on lesbian, gay, bi-sexual, transgendered, or queer (LGBTQ) issues in education. This Call is part of the AERA initiative to examine LGBTQ issues in education and is are seeking research information and input from researchers, scholars, and practitioners across fields. Contact George Wimberly 202-238-3200 or edresearch@aera.net with any questions, concerns, or comments.==== = = =AERA PROGRAM FOR SSTEP 2010=

Building: Colorado Convention Center, Room: Room 705
= =

=Number 2, 2010= =Self Study of Teacher Education Practices= =Winter/Summer Newsletter 2010=

Hi all, The weeks since AERA have slipped by quickly. It’s time for a newsletter -particularly since submissions for AERA 2011 are now open! Thanks to all who contributed to AERA sessions this year. Even though the conference was smaller in numbers overall the SIG had a strong presence, including a great turn out at the business meeting, a healthy number of attendees at each session (including the final AERA time slot!), a well attended social and fun evening encounters. It was also terrific to see many new faces joining in to our events and new folks finding their interests and work well located in self-study.
 * (1) AERA 2010 **

The business meeting introduced our new committee members and said thank you to the great work of those vacating those roles. We welcomed Jill Farrell (Treasurer), Renee Clift and Jim Muchmore (Program Chairs) and thanked Hafdís Guðjónsdóttir (retiring program chair) and Jeff Kaplan (retiring treasurer). Both of these members have done an extraordinary job for the SIG in organising the smooth running of the AERA program and the finances. A reminder that AERA submissions for 2011 conference have already opened! The conference place/dates are: New Orleans, April 8-12, 2011. The conference theme is “Inciting the Social Imagination: Education Research for the Public Good." This theme is one that should resonate strongly with the interests and strengths of self-study researchers through our focus on democratic approaches to teaching and learning through collaboration and relationship building. The submission system closes on July 15, 2010, at 11:59 PM Pacific Time. All submissions must be submitted electronically at http://www.aera.net through the AERA Online Submission System. Papers should be 2,000 words or fewer in length. We are always keen to encourage our new self-study members to find ways to build their connection to the group and develop their voice . If you are a graduate student, postdoc, or an early career and non-tenured faculty member then we want to hear from you! As a self-study scholar and member of our learning community, your feedback matters to us. Anastasia Samaras has offered to co ordinate an ‘emerging scholar group’ for self-study. Sign up on our wiki page (http://s-step.wikispaces.com/) ) under the page titled, “S-STEP Emerging Scholar Voices” and together we can explore new ways to connect to, engage with, and most of all support S-STEPs emerging scholars. While our wiki (http://s-step.wikispaces.com/) offers a useful temporary S-STEP website, we are working towards a more functional and easier to access permanent website for S-STEP. Shawn Bullock has been working very hard to create a space that will respond to our needs and is keen for your feedback about progress thus far. Please visit our new ‘under construction’ site: [] and give some feedback to Shawn about what you would like to see included both in terms of content and functionality. (email: Shawn.Bullock@uoit.ca ). We will likely launch the new site at the Castle conference this year! I am pleased to report that we continue to be a very productive group in our publications! Latest additions include: Anastasia P. Samaras, Self-study teacher research: Improving your practice through collaborative inquiry; Sage Publications. Kathleen Pithouse, Claudia Mitchell, and Relebohile Moletsane (Eds); Making Connections: Self-Study & Social Action, Peter Lang. Alicia Crowe (Ed); Advancing social studies education through self-study methodology. Springer.
 * (2) AERA 2011 **
 * (3) **** S-STEP Emerging Scholar Voices **
 * (4) SSTEP Website **
 * (5) Publications from S-STEP members **

Anastasia Samaras also reports that there is a free faculty/student self-study resource site that she has developed that others may find useful at: [] We have had notes from several other SIGS including the TEP newsletter which may be of interest to S-STEP members, a call for joint proposals with the TEP SIG, and a reminder that proposals may apply to the Qualitative Research SIG:
 * (6) Messages from other SIGS **

The AERA Teaching Educational Psychology SIG is pleased to share our latest TEP Newsletter, Summer 2010 Edition at: http://www.aera.net/Default.aspx?menu_id=364&id=4214. Dr. Greg Goodman, the TEP Chair is attempting to communicate more fully with our AERA and APA members who share our mission. As such, we would like to encourage you and your members to consider proposing joint projects in the coming weeks and months. We have chosen your SIG and APA Division as a possible partner for these joint projects. Qualitative Researcher SIG: We would like to remind you that we welcome proposal transfers from other SIGs and divisions when submitted proposals focus on qualitative research methodology. The purposes of the QRSIG are toprovide opportunities for discussion related to the philosophy,purposes, and methodological issues surrounding the use of qualitative research in social and educational contexts.Please contact Lisa Mazzei (mazzei@gonzaga.edu) and Carolyn Stevenson (carolyns@eastwest.edu) the program co-chairs to arrange for a co-sponsored session.

That’s all for now, Please continue to send your ideas, suggestions and questions to me regarding the work of our SIG, Warm regards to all (from chilly Melbourne) Mandi Berry Amanda.berry@education.monash.edu.au