In our book, On Being a Scholar-Practitioner: Wisdom in Action, we propose six qualities comprising a stance of scholarly practice: pedagogical wisdom, theoretical understanding, contextual literacy, ethical stewardship, metacognitive reflection, and aesthetic imagination. In addition, we suggest that Scholar-Practitioners engage in communities of practice to further their own capacity for scholarly practice; to share the wisdom they have gained through thoughtful study of their practice; and to advocate for quality education. The resources provided in the S-P Library relate to one or more of these ideas. They are not the result of exhaustive reviews. Rather they are materials that have informed our thinking, inspired light bulb moments, or provide portals to other relevant resources.

The Professional Doctorate in Education: Preparing Scholar-Practitioners

Published on Feb 22, 2023
This video contains an expanded version of a presentation given in October 2022 at the 15th annual Convening of the Carnegie Project on the Education Doctorate. The PowerPoint focuses on issues related to conducting interpretive practice-based inquiries and the preparation of Scholar-Practitioners. Also included are several issues to be considered during planning of an Edd program. The information is most applicable for students who are trying to conceptualize a practice-embedded dissertation and for faculty who may not be familiar with interpretive modes of inquiry.

David Berliner Speaks About Income Inequality and Education, 2017

David Berliner, Regents’ Professor Emeritus at ASU’s Mary Lou Fulton Teachers College, opines about income inequality and the problems it causes in education.

David Berliner: Evaluating Teacher Education and Teachers Using Student Assessments: A Deliberate and Destructive misunderstanding of Teachers’ Effects.

Teachers College, Columbia University
Published on Published on Apr 2, 2015
About the Lecture: This lecture will challenge federal and state policies that require evaluation of teacher education programs and classroom teachers by means of students’ scores on standardized tests. Despite the logic of this idea, and the widespread belief that this is a reasonable requirement, it is a highly inappropriate measure for evaluating teacher competency. The problem arises from a paradox, namely, that teachers do affect students’ lives, sometimes quite dramatically, but on the standardized tests that are used to evaluate them and the programs in which they were educated, teachers’ effects are minimal and temporary. A sensible alternative to the use of student test scores to evaluate teachers and the teacher education programs from which they came is offered. About the Series: The Landscape for Preparing Teacher Educators: Whose Knowledge? What Visions? This colloquium series grows out of our essential questions: What should be the curriculum of doctoral level work to prepare teacher educator-scholars? What research is needed to guide this work? In the colloquium series we seek to understand the rapidly shifting landscape of university-based teacher education. Our specific goals and purposes include: Analyzing the possible future of university-based teacher education; Learning the criticisms of university-based teacher education; Pondering the worth of university-based teacher education and analyzing the research that helps us evaluate it; Exploring the differences between reactive change and transformative change in teacher education and analyzing what transformative leadership in teacher education requires.

Prof. Elliot W. Eisner: “What Do the Arts Teach?”

Vanderbilt University
Published on Nov 4, 2009
SUBSCRIBE 24K Watch video of Elliot W. Eisner, Lee Jacks Professor of Education and professor of art at Stanford University, speaking in September 2006 on "What Do the Arts Teach?" The speech was the second of the 2006-2007 Chancellors Lecture Series and part of Vanderbilts annual Family Weekend. In his lecture, "What Do the Arts Teach?," Eisner explored the ways in which the process of thinking and creating artistically can and should be used to improve educational practice in every discipline. He argued that that the distinctive forms of thinking needed to create artistically crafted work are relevant not only to what students do, but also to virtually all aspects of what educators do from the design of curricula, to the practice of teaching, to the features of the environment in which students and teachers live.

A Celebration of Maxine Greene

Teachers College, Columbia University
Published on Oct 10, 2014
A Celebration of Maxine Greene On October 6th, in the Cowin Conference Center, TC held a memorial celebration of the life of Professor Emerita Maxine Greene, who died in May at age 96. The speakers were: TC President Susan Fuhrman; Michelle Fine, of The Graduate Center, CUNY; former TC faculty member Graeme Sullivan, now of the Penn State School of Visual Arts; Deborah Meier of New York University; William Ayers of the University of Illinois at Chicago; Sonia Nieto of the University of Massachusetts at Amherst; Lee Anne Bell and Susan Riemer Sacks of Barnard College; Joel Westheimer of the University of Ottawa; Rene Arcilla of New York University; and TC Provost Thomas James. The event included a dance piece with music by TC doctoral candidate Judy Lewis, choreographed by TC movement sciences doctoral candidate Aston K. McCullough. Following the memorial, the film "Exclusions and Awakenings: The Life of Maxine Greene" was shown in Milbank Chapel

Maxine Greene in 1998: Imagination

Maxine Greene addresses the topic of imagination.

Maxine Greene – To New Teachers

Published on Oct 7, 2014
SUBSCRIBE 7.3K "To New Teachers" is a video collage featuring Maxine Greene, Professor Emeritus of Philosophy and Education at Teachers College, urging new teachers "to think about what they are doing and use their imaginations as they keep in mind what might be, what ought to be." Video was created by CCNMTL with Teachers College Innovations (TCI) as part of a prototype for TCI's New Teacher Academy. Recording date is early 2002.

Voices of a People’s History at the Maxine Greene High School for Imaginative Inquiry

Voices of a People's History of the United States
Published on Aug 4, 2017
Voices of a People's History of the United States The collaboration between Lincoln Center, the Maxine Greene High School for Imaginative Inquiry (NYC), and Voices of a People's History of the United States, an organization cofounded by historian Howard Zinn (1922–2010) invites students to investigate and perform original source materials spanning centuries of American history, including speeches, letters, poems, and songs written by women, workers, people of color, and more. As Zinn put it, the project aims to advance social justice education through the perspectives of "the people who have been overlooked in the traditional history books."

bell hooks and Parker J. Palmer dialogue at St. Norbert College

St. Norbert College
Published on Apr 26, 2016
bell hooks and Parker Palmer Dialogue at St. Norbert College This dialogue between bell hooks and Parker J. Palmer took place on Wednesday, April 20, 2016, as one of several public events at the 2016 bell hooks Residency at St. Norbert College, where the Cassandra Voss Center serves as a sister-center to hooks’ own bell hooks Institute at Berea College in Kentucky. It was co-sponsored by Humana and Killeen Chair of Theology & Philosophy. Honored as a leading public intellectual by The Atlantic Monthly, as well as one of Utne Reader's "100 Visionaries Who Could Change Your Life," hooks is a captivating speaker and canonical scholar who has authored over 40 books, including five for children, on issues of social justice, media literacy, education, and spirituality. She is Distinguished Professor in Residence in Appalachian Studies at Berea College, Berea, Kentucky. Parker J. Palmer is a world-renowned writer, speaker and activist who focuses on issues in education, community, and spirituality. Palmer has reached millions worldwide through his nine books, including The Courage to Teach and Let Your Life Speak: Listening for the Voice of Vocation.

A Public Dialogue Between bell hooks and Cornel West

The New School
Published on Oct 10, 2014
A Public Dialogue Between bell hooks and Cornel West A public dialogue between bell hooks & Cornel West hosted by Eugene Lang College The New School for Liberal Arts. Cornel West is a prominent and provocative democratic intellectual. He has taught at Union Theological Seminary, Yale, Harvard and the University of Paris. He has written 19 books and edited 13 books. He appears frequently on the Bill Maher Show, Colbert Report, CNN and C-Span, Tavis Smiley’s PBS TV Show. He can be heard weekly with Tavis Smiley on Smiley & West, the national public radio program distributed by Public Radio International (PRI). bell hooks (née Gloria Watkins) is among the leading public intellectuals of her generation. Her writings cover a broad range of topics including gender, race, teaching, and contemporary culture. This fall marks the 20th Anniversary of the publication of Teaching to Transgress: Education as a Practice of Freedom, Dr. hooks’ seminal book on educational practices. This weeklong residency is an opportunity for The New School community to directly engage with Dr. hooks and her commitment to education and learning as a place “where paradise can be created.”

Gloria Ladson-Billings presents “Hip Hop/Hip Hope: Reinventing Culturally Relevant Pedagogy”

Published on Oct 29, 2014
Loyola University Maryland’s Center for Innovation in Urban Education welcomed author and professor Gloria Ladson-Billings, Ph.D, for “Hip Hop/Hip Hope: Reinventing Culturally Relevant Pedagogy” on Thursday, Oct. 16, 2014.

Gloria Ladson-Billings “Escaping the ‘Gap’ Language:Revitalizing Education One Teacher at a Time”

University of Illinois - College of Education
Published on Oct 7, 2013
Gloria Ladson-Billings challenges the educational research in school and classroom practice claiming that the current fixation on what we call the achievement gap is misguided and misplaced.  

Gloria Ladson-Billings Getting Serious about Education: Culturally Relevant Teaching for New Century Students

Loyola University Chicago
Published on Mar 25, 2014
Gloria Ladson-Billings, Ph.D., Assistant Vice Chancellor of Academic Affairs, University of Wisconsin-Madison, presents "Getting Serious about Education: Culturally Relevant Teaching for New Century Students," part of the John M. Wozniak Lecture Series at Loyola University Chicago.

Gloria Ladson-Billings Culturally Relevant Pedagogy by Gloria Ladson Billings

Published on Feb 23, 2018
Gloria Ladson-Billings explicates her work on Culturally Relevant Pedagogy. She argues that CRP rests on the following three propositions: academic achievement or student learning, cultural competence, and socio-political consciousness. Her research suggests that all three propositions are necessary for quality education and if any components are absent it cannot be considered culturally relevant practice.