The November 4, 2015 seminar featured Etta Hollins, Ewing Marion Kauffman/Missouri Endowed Chair for Urban Teacher Education at the University of Missouri—Kansas City. Hollins addressed the following key questions: What would you argue should be common in TE, and what professional infrastructure is necessary to integrate this agreement coherently and consistently across the profession of teacher education? What would you argue must vary, and why? Will such variation improve equity or could it exacerbate inequality? Hollins also provided an overview of this year’s seminar series, and will help participants begin collective work on the fundamental question of what should be common and what should be specific. Hollins has helped us understand how we can work together to form a professional “we” that respects and embraces diversity of perspective and purpose, as well as the key importance of context, and yet also agrees – as a profession – on some essential common ground.
Click here to view slides from the presentation.
Wednesday, November 4, 2015
4:10pm - 6:00pm
- Etta Hollins
Ewing Marion Kauffman/Missouri Endowed Chair, Urban Teacher Education
- Ewing Marion Kauffman/Missouri Endowed Chair, Urban Teacher Education
Professor Etta Hollins is well known in the field of teacher education as an innovative scholar, teacher, and consultant. Prior to assuming her present position at the University of Missouri at Kansas City she was professor and academic chair of teacher education at the University of Southern California where she led the development of a doctorate for the preparation of teacher educators and the development of the award winning synchronous online preservice teacher preparation program. In the present position she designed and coordinates the graduate certificate in Culturally Responsive Pedagogy, which is aimed at improving teaching practices for urban and underserved students in elementary and secondary schools.
Etta Hollins is the author of numerous articles, books, and other publications. Her book Culture in School Learning has won two national awards and has been translated into Greek. The third edition was published in May, 2015. Her book Rethinking Field Experiences in Preservice Teacher Preparation was published in April, 2015.
In 2015, Etta Hollins was a spotlight speaker for the American Association of Colleges for Teacher Education, research speaker for the Association of Teacher Educators, and keynote speaker for the Maryland Cultural Proficiency Conference. She presently serves as a member of the accreditation council for the Council for the Accreditation of Educator Preparation, the research and policy advisory council for the National Action Council for Minorities in Engineering, and the teacher education advisory council for Salish Kootenai College. She has served as senior advisor for the Journal of Teacher Education and on the advisory board for the American Educational Research Journal, Journal of Teacher Education, Review of Educational Research, Reading Research Quarterly, and Teaching Education. She has reviewed book manuscripts for Routledge Publishers and Teachers College Press.
Etta Hollins has received numerous awards and recognition for her work including lifetime achievement awards from the American Educational Research Association and Pittsburg State University, Kansas. In 2015, she received the American Education Research Association Presidential Citation for her work in advancing knowledge of teaching and learning for urban and underserved students.