JTE

Journal of
Te acher
Education
The Journal of Policy, Practice, and
Research in Teacher Education

Volume 71 Number 2
March/April 2020

journals.sagepub.com/home/jte
ISSN: 0022-4871
 JOURNAL OF TEACHER EDUCATION
The mission of the Journal of Teacher Education, the flagship journal of AACTE,
is to serve as a research forum for a diverse group of scholars who are invested
in the preparation and continued support of teachers and who can have a
significant voice in discussions and decision-making around issues of teacher
education.

Co-Editors AACTE Staff:

Tonya Bartell, Michigan State University Lynn M. Gangone, President and CEO
Dorinda J. Carter Andrews, Michigan State University
AACTE Committee on Research and Dissemination:
Robert E. Floden, Michigan State University
Gail Richmond, Michigan State University Chair: Benjamin Dotger, Syracuse University
Board Liaison: Kim Metcalf, University of Nevada, Las Vegas
Associate Editors Ali Borjian, San Francisco State University
Jeff Bale, University of Toronto Kabba Colley, William Paterson University
Christine Cho, Nipissing University F. Todd Goodson, Kansas State University
Corey Drake, Michigan State University Nai-Cheng Kuo, Augusta University
H. Alix Gallagher, Stanford University Anita Welch, Wayne State University
Ye He, University of North Carolina at Greensboro
Nathan Daniel Jones, Boston University
Emery Petchauer, Michigan State University
Thomas M. Philip, University of California, Berkeley
Maria Salazar, University of Denver
Assistant Editor
Lucía Cárdenas Curiel, Michigan State University

Managing Editor
Jeff Cole, Michigan State University
Editorial Review Board

Charalambos Charalambous Kristin Gansle Jennifer Mueller David Stroupe

University of Cyprus
Ruth Chung
Stanford University
Sarah Clark
Utah State University
Renee Clift
University of Arizona
Julie Cohen
University of Virginia
Margaret Crocco
Michigan State
 University
Nancy Fichtman Dana
University of Florida
Christopher Day
The University of
 Nottingham
Alyssa Hadley Dunn
Michigan State University
Jessica Singer Early
Arizona State University
Ralph Ferretti
University of Delaware
Janet Susan Gaffney
University of Auckland
Louisiana State University University of Wisconsin- Michigan State University
Lynsey Gibbons  Milwaukee Roddy Theobald
Boston University Frank Murray American Institutes for
University of Delaware  Research
Drew Gitomer
Rutgers University Jessica Thompson
Rachel Pinnow University of Washington
Thomas Good University of Missouri
Jan Van Driel
University of Arizona Marleen Pugach Leiden University
Gary Henry University of Wisconsin- Karl Wheatley
Vanderbilt University  Milwaukee Cleveland State University
Beth Herbel-Eisenmann Judi Randi Suzanne Wilson
Michigan State University University of New Haven University of Connecticut
Rossella Santagata Theo Wubbels
Amanda Jansen
University of California Irvine Utrecht University
University of Delaware
Gale Seiler Diane Yendol-Hoppey
Stephanie Jones University of South
McGill University
University of Georgia  Florida
Peter Smagorinsky
Rita Kohli University of Georgia Peter Youngs
University of California, University of Virginia
Jennifer Lynn Snow
 Riverside
Boise State University
Okhee Lee Lisa Stevens
University of Miami Boston College
Catherine Lewis Nathan Stevenson
Mills College Kent State University
Thomas Luschei Jeremy Stoddard
Claremont Graduate College of William and
 University  Mary
Manuscript Submission Guidelines
Welcome from the JTE Editorial Team: Coeditors Tonya Bartell, Dorinda Carter Andrews, Robert E. Floden, and Gail Richmond from the
College of Education at the Michigan State University. The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve
as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a
significant voice in discussions and decision-making around issues of teacher education. These issues include but are not limited to preparing
teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruit-
ment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. The coeditors
can be contacted by email at jte@msu.edu and at Journal of Teacher Education, 620 Farm Lane, Room 326, College of Education, Michigan State
University, East Lansing, MI 48824-1034. E-mail is our preferred method of communication.
Manuscript Criteria. The fitness of a manuscript for publication in JTE is carefully reviewed based on each of the dimensions listed below.
1. Significance/relevance to teacher education/teacher learning
2. Conceptual framework (connections to relevant constructs in literature)
3. Methods (if manuscript is an empirical study)
a. Appropriateness to questions
b. Adequate description of methods (including data collection and analysis)
c. Rigor of methods
4. Findings/conclusions are literature or data-based
5. Overall contribution to the field
6. Writing style/composition/clarity
JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses, or personal
experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of
that instrument yields data providing new insights into issues of relevance to teacher education.
General Articles and Research Manuscripts. All manuscripts must be submitted electronically in MS Word format at http://mc.manuscriptcentral.
com/jteachered. This system will permit the editorial team to keep the submission and review process as efficient as possible. Our user-friendly,
online manuscript submission and review system also offers authors the option to track the review process of manuscripts in real time.
Please note that JTE uses a blind review process; therefore, writers must exclude authors’ names, institutions, and clues to the authors’ iden-
tities that exist within the manuscript. References to authors’ work should list only Author(s), (fill in year) in the citations. No other identifying
information should appear in the citations.
Please visit JTE’s website, at JTE.sagepub.com, and click the “Submit Paper” tab for full submission guidelines.

General Information
Editorial Responsibility: Points of view or opinions expressed in the Journal of Teacher Education do not necessarily reflect the views or opinions of the American
Association of Colleges for Teacher Education (AACTE) or the editors. The AACTE does not endorse or warrant this information. The AACTE supports the publication
of this journal to stimulate discussion, study, and experimentation among educators. Contributing authors are encouraged to express their judgment freely in professional
matters. The reader must evaluate this information in light of the unique circumstances of any particular situation and must determine independently the applicability of
this information thereto.
The Journal of Teacher Education (ISSN 0022-4871) (J327) is published five times annually—in January/February, March/April, May/June, September/October, and
November/December—by Sage Publishing, 2455 Teller Road, Thousand Oaks, CA 91320. Periodicals postage paid at Thousand Oaks, California, and at additional mailing
offices. POSTMASTER: Send address changes to Journal of Teacher Education, c/o SAGE Publishing, 2455 Teller Road, Thousand Oaks, CA 91320.
Copyright © 2020 by the American Association of Colleges for Teacher Education. All rights reserved. No portion of the contents may be reproduced in any form without
written permission from the publisher.
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Member Information: American Association of Colleges for Teacher Education member inquiries, change of address, back issues, claims, and membership renewal
requests should be addressed to: American Association of Colleges for Teacher Education, Membership Department, 1307 New York Avenue, NW, Suite 300, Washington,
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Printed on acid-free paper

Volume 71 Number 2
March/April 2020

Editorial
169 A Nation at Risk or a Nation in Progress? Naming the Way Forward
Through Research in Teacher Education
Robert E. Floden, Gail Richmond, and Maria Salazar

Research/Empirical
172 “It’s Not Really My Job”: A Mixed Methods Framework for Language
Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners
Chris K. Bacon

188 Performance-Based Feedback to Enhance Preservice Teachers’

Practice and Preschool Children’s Expressive Communication
Christan Grygas Coogle, Jennifer R. Ottley, Sloan Storie, Naomi L. Rahn,
and Amy Kurowski-Burt

Theoretical/Conceptual
203 Linguistically Responsive Teaching in Preservice Teacher Education:
A Review of the Literature Through the Lens of Cultural-Historical
Activity Theory
Ana Solano-Campos, Megan Hopkins, and Laura Quaynor

Research/Empirical
218 Teacher Candidate Apprenticeships: Assessing the Who and Where of
Student Teaching
John M. Krieg, Dan Goldhaber , , and Roddy Theobald

233 The Role of Content Knowledge in Mathematics Teacher Preparation:

A Study of Traditional and Alternative Teacher Preparation in Texas
William H. Schmidt, Nathan A. Burroughs, Richard T. Houang, and Leland S. Cogan

247 A National Study of the Differential Impact of Novice Teacher Certification

on Teacher Traits and Race-Based Mathematics Achievement
Kenneth Alonzo Anderson

261 Developing the Pedagogical Capabilities of Elementary Mathematics

Specialists during a K-5 Mathematics Endorsement Program
Kayla D. Myers, Susan Swars Auslander, Stephanie Z. Smith, Marvin E. Smith,
and Debra S. Fuentes

American Association of Colleges for Teacher Education

1307 New York Avenue, NW, Suite 300
Washington, DC 20005-4701
Phone: (202) 293-2450
Fax: (202) 457-8095
Journal of Teacher Education Volume 71 Number 2 March/April 2020