QC Queens College

Call for Proposals (Deadline: June 14, 2012)

Teacher Leadership Quality Partnerships (TLQP) – Professional Development Program to Improve Teaching and Learning of Core Academic Subjects

The TDPR invites all degree-granting institutions of higher education offering teacher preparation programs approved by the New York State Education Department to apply for TLQP funding for fiscal years 2012-2015. Full proposals must be postmarked by Thursday June 14, 2012.

The program is scheduled to start on September 1, 2012 and run through August 31, 2015.

Funding for the TLQP program year of 2012-2013 will be $3,487,996 as per the approved Federal appropriation.

The Teacher Leader Quality Partnerships Professional Development program is intended to be a catalyst for the kind of collaboration that can generate significant and sustainable improvements in providing in-service teachers and administrators with professional development that responds to the needs of all schools and districts. Click below for more information.

TLQ-Professional Development program

TLQ-Educational Leadership program

Call for Proposals

The New York State Education Department (NYSED) has released a request for proposals for grants totaling about $9.7 million for the period of fall 2012 through August 2014 under the title: Undergraduate Clinically Rich Teacher Preparation Pilot Programs. This competitive grant request follows a Notice of Intent posted on March 8, 2012, and is supported by funds from the federal "Race to the Top" grant: Great Teachers and Leaders. Eligible applicants are institutions of higher education within New York State with a currently registered, active and accredited program(s) in the Targeted Certification Title(s) for which the proposal is submitted. NYSED will evaluate proposals on their alignment with the requirements established in the Request for Proposal (RFP).

The Undergraduate Clinically Rich Teacher Preparation Pilot Programs RFP is posted on our website at: http://usny.nysed.gov/rttt/rfp/home.html

If interested in applying, please RSVP to Lynne Bellantuono at: QC_Dean_of_the_Division_of_the_Education

2012 Immigration Research Summer Awards (IRSA)

This is a newly created program focused on promoting research projects that address relevant and timely immigration issues, both in the US and abroad. This initiative is part of a broader research agenda aimed at spearheading the creation of the Center on Immigration Studies at QC (CISQC).

The summer awards (IRSA) will provide partial summer stipends ($ 3,000-$ 4,000) to 4-5 QC full-time faculty, either untenured or tenured, whose research projects address one of the Center’s main goals focused on supporting research on the contributions, social conditions and unmet needs (including health and educational barriers) of immigrants and their children, with a particular focus on our district. A Selection Committee comprised by QC faculty, and chaired by Betsy Hendrey, Dean of the Division of Social Sciences, will evaluate all proposals and make all final decisions.

Full-time faculty from all QC Divisions are eligible to apply. Proposals must be submitted via e-mail to immigration.studies@qc.cuny.edu no later than on Monday, April 30, 2012, at 5 PM. For all additional information (including eligibility and submission guidelines) please find the RFP attached to this message. For additional questions, please e-mail Anahi Viladrich, Chair of the Immigration Studies Working Group at QC (anahi.viladrich@qc.cuny.edu).
More info.

Conference/Call for Proposals

CUNYVerse of Innovations
When: May 11, 2012
Where: College of Staten Island

This year’s CUE conference features strategies that promote transformational learning. Join us as we celebrate a CUNYVerse of Innovations that can be replicated on your own campus.
More Info

Call for Manuscripts (Deadline: May 21, 2012)

An On-line Journal for Teacher Research--Special Edition Focused on Pre-Service Teacher Action Research

To Be Published Spring 2013:

The guest editors of this special edition invite submission of manuscripts that address findings from action research involving pre-service teachers. While much attention has been paid to action research conducted by in-service teachers, there is an absence in the practitioner literature examining pre-service teacher’s relationship with action research. We are particularly interested in manuscripts that: 1) share findings from action research studies conducted by pre-service teachers, 2) explore pre-service teachers’ relationships with action research, 3) report on the collaboration that occurs during action research between pre-service teachers and other research partners, and 4) a book review that explores pre-service teachers engaged in action research. More info.

Conference/Call for Proposals (Proposal Deadline: June 30, 2012)

13th Annual Curriculum and Pedagogy Conference
When: November 7-10, 2012
Where: New Orleans, LA
More Info

Grant/Request for Proposals (Deadline: TBA)

This spring (2013), the New York State Education Department (NYSED) intends to release a request for proposals for grants totaling approximately $72 million for the period of fall 2012 through July 2014 under the title: Strengthening Teacher and Leader Effectiveness. This competitive grant request, available to NYS school districts, is supported by funds from several of the projects envisioned in the federal "Race to the Top" grant: Great Teachers and Leaders. NYSED will evaluate proposals on their alignment with the requirements established in the forthcoming Request for Proposals (RFP).

For additional information, please review the full Notice of Intent that is posted on our website.

Notice of NYSED's RFP for this grant opportunity will be made available here.

If you would like to receive an email notification when the official RFP has been posted, please email STLERFP@mail.nysed.gov and indicate in the subject line, "Email me when RFP is posted."

Call for Proposals for an Edited Book

Working Title--Pedagogies that Challenged History…and the Histories that Challenge our Pedagogies:

This book will present the reader with representations of a variety of public schools in three different continents (North America, South America, and Europe) and spanning across the 20th century that have contested the educational discourses of their time and have engaged in innovative ways of teaching disenfranchised communities. In essence, Pedagogies that Challenged History is a call to contest current national and international educational discourses that equate teaching with test scores and that believe in the standardization of education as a legitimate foundation for educational reform...more.

Call for Papers

Journal of Curriculum Theorizing is publishing a series of special issues beginning September 2012. There will be a total of five special issues and the first three are:

September 2012 - Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Power
Guest Editors: Ming Fang He and Sabrina Ross (Georgia Southern University)

December 2012 - Cultivating the Multicultural Imagination: Lived Experience, Political Struggle, and Curriculum of Hope
Guest Editors: Suniti Sharma (The University of Texas, Brownsville) and JoAnn Phillion, (Purdue University) Associate Editor: Jubin Rahatzad (Purdue University)

April 2013 - Difficult Returns: Curriculum History Disrupted
Guest Editors: Ann G. Winfield (Roger Williams University) and Petra Munro Hendry (Louisiana State University)

The calls for manuscripts for these three special issues are located at: http://www.jctonline.org/journal/

Call for Papers (on-going)

DIME Journal

The Diaspora, Indigenous, and Minority Education (DIME) Journal is an international journal focused on critical discourse and research in diaspora, indigenous, and minority education and is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed.

DIME invites research from a variety of theoretical and methodological perspectives that emphasize the centrality of marginal voices and a peripheral gaze, and which draw attention to the complex interrelations between political, economic, historical, and social contexts and the ways in which these various contexts shape educational policies, practices, curricula, and outcomes. The journal welcomes articles that ground theoretical reflections in specific empirical research and case studies of diverse locations and peoples as yet underrepresented within scholarly research and literature, as well as action or participatory research studies of exemplary or "best" practices.

Click here for requirements and guidelines.

The Journal of Education Research & Policy:

The Journal of Education Research & Policy (JERP) is a quarterly refereed online journal for reflective scholar-practitioners and practitioner-scholars working to make significant contributions to create social change in the field and practice of education and learning. The articles in the journal are from the perspective of the scholar-practitioner and practitioner-scholar rather than only from the perspective of the researcher. However, the manuscripts must demonstrate scholarly rigor appropriate to applied manuscripts.

Click here for requirements and guidelines.

The Journal of Education Research & Practice:

The Journal of Education Research & Practice (JERAP) is a quarterly refereed online journal for reflective scholar-practitioners and practitioner-scholars working to make significant contributions to create social change in the field and practice of education and learning. Publication occurs on the 15th day of September, December, March, and June. The first issue will be published in September, 2011.

Research and content included in the journal focus on different educational levels and educational environments, from social to educational institutions. Additional content presented will include book reviews, profiles of people of interest, and similar information useful to scholars and practitioners interested in networking to use knowledge to best create change. Journal content is presented in a format that provides for scholarly and professional dialogue designed to encourage maximal utilization and evolution of the knowledge shared by contributors and readers.

Authors are invited to submit articles documenting research and research-based practices that include in-depth documentation of analysis, design and development, implementation and evaluation; design-based research; as well as applied research. Articles must be grounded in theory and research and must include not only the reporting of research, but also lessons learned and how to apply that knowledge to advance research or practice.

Click here for requirements and guidelines.

Volunteers Needed

New York State is developing new teams to revise certain field tests and would like volunteers to serve on state-wide committees. This is the second phase of a call to volunteers which originated in January. Our involvement helps us to have a voice in what's important for teachers to know in order to be successful in today's schools.

Read more on the Field Test of Teacher Performance.

Office Information