call for manuscript for AMTE

Background
The Association of Mathematics Teacher Educators (AMTE) is an organization designed to
bring together individuals interested in mathematics teacher education in order to promote and
improve the education of preservice and inservice teachers of mathematics. Two of its goals are
to facilitate communication and to promote collaboration among mathematics teacher educators,
including those in Colleges of Education, in Departments of Mathematics, and outside higher
education settings. In an effort to support these goals, AMTE published its first monograph in
2004. The 2010 monograph, Mathematics Teaching: Putting Research into Practice at All
Levels, will be the seventh volume in the series designed to be a forum for mathematics teacher
educators to exchange ideas about their work with preservice and inservice teachers and about
their collaborative efforts with others who play significant roles in mathematics teacher
education (e.g., content faculty, clinical faculty responsible for mentoring student teachers).
Anticipated Audience
The anticipated audience for this monograph includes individuals responsible for the
professional development of mathematics teachers, such as college or university faculty,
community college faculty, or professional development specialists. Hence, the focus of the
monograph is on issues related to the development of mathematics teachers, practices in postsecondary
classrooms (content or pedagogy) for mathematics teachers, or practices that help
individuals responsible for the preparation of mathematics teachers gain knowledge they need to
be more effective in their work.
Possible Topics
The 2010 monograph aims to include manuscripts addressing aspects of the practices of
mathematics teacher educators. In particular, we welcome research studies, as well descriptions
of mathematics teaching practice informed by research. Topics may include but are not limited to
the following broad categories:
• The mathematics needed for pre-service and in-service teacher education;
• Preparation/professional development of mathematics teacher educators and teacher
leaders (content or pedagogy);
• Innovative delivery methods for content and programs, including alternative routes to
certification in mathematics;
• Innovative materials developed for K-16 mathematics teacher education; and
• Collaboration among various mathematics teacher educators, e. g., mathematics/science
partnerships or professional learning communities.
**Authors are encouraged to consider what other mathematics teacher educators can learn from
the manuscript to inform personal practice with pre-service and/or in-service teachers.
Preparation of Manuscripts
Any questions about possible topics for inclusion may be directed to one of the co-editors of the
monograph. Editorial decisions will be made by the co-editors and members of the Editorial
Panel:
Co-editors Jennifer Luebeck, Montana State University, luebeck@math.montana.edu
Johnny W. Lott, University of Mississippi, jlott@olemiss.edu
Series editor Marilyn Strutchens, Auburn University
Panel members Carol Malloy, University of North Carolina
Melfried Olson, University of Hawaii
Trena Wilkerson, Baylor University, Texas
Laura Spielman, Radford University, Virginia
Eric Milou, Rowan University
Dorothy White, University of Georgia
Jane Keiser, Miami University of Ohio
Amy Hillen, Kennesaw State University, Georgia
Sheri Stockero, Michigan Technological University
AMTE board
liaison
Marilyn Strutchens, Auburn University
Manuscripts should be completed in APA style, double-spaced in 12 point font using 1 inch
margins, and should not exceed 15 pages in length, including references, tables, and figures.
Submission of manuscripts will be accepted electronically, as instructed below. Authors submit
two electronic versions of their manuscript; one copy should include a cover page with all
appropriate author information (name, address, phone, fax, and email); the other copy should
allow for blind review. Please name your WORD document files as follows:
Identifiable copy: LASTNAME.doc
Blind copy: LASTNAMEblind.doc
Send both electronic files to: Johnny W. Lott
Email: jlott@olemiss.edu
*AMTE is planning for an online submission system. Please check www.amte.net for
details. If the system is ready, manuscripts will be accepted either by email or through the
online system.
Submission Due Date: June 1, 2009
Anticipated Publication Date: 2010

SD Themes for 2009-2010
NSDC now prefers electronic submissions. For guidelines on submitting articles to the JSD, visit the complete writer's guidelines. Fall 2008: Using evidence
Manuscript deadline: Nov. 15, 2007
This issue will examine how professional development leaders work with teachers to examine and use evidence about student learning to guide decisions about instruction. For this issue, JSD editors will consider articles that address these questions:
How are teachers developing and learning to use assessment data to improve their daily instruction?
How are districts and schools effectively sorting through the data they collect to use it in a way that deepens teachers' knowledge?
What are strong examples of schools or districts that have regularly evaluated and used data in a way that has transformed teachers' practices?
How are districts using data to guide their discussion and planning of professional development that will improve student achievement?
How are professional development leaders, particularly principals, involved in supporting teachers' use of data and in communicating the importance of data in changing instruction?
Where are there examples of districts or schools that have effectively assessed their professional learning programs?
-->Winter 2009: What works in professional development
Manuscript deadline: Feb. 15, 2008
This issue will examine what is known about professional development that leads to improved student learning. For this issue, JSD editors will consider articles that address these questions:
What empirical research can we examine to answer the question of what works in professional development?
What strategies are believed to be most effective and why?
What do staff developers need to know in order to be successful in having teachers and leaders transfer knowledge from formal learning to practice?
What do we still need to do / learn in order to answer this question?
What examples are there of schools or districts that believe their professional development has led to changes in student learning?
-->Summer 2009: High-quality teaching
Manuscript deadline: Aug. 15, 2008
This issue will examine how leaders can work to ensure that every child is taught by an effective, professional learning leader. For this issue, JSD editors will consider articles that address these questions:
How do we define and objectively measure quality teaching?
What have schools and districts done to improve the quality of teaching and what measures show their success in doing so?
Where are examples of high-quality teaching, and what professional learning has contributed to the effectiveness of those teachers?
What schools and districts are demonstrating the effect on student achievement of improvements in the quality of teachers' learning?
-->Winter 2010: Professional learning 101
Manuscript deadline: Feb. 15, 2009
This issue will focus on fundamental aspects of professional learning in schools. For this issue, JSD editors will consider articles that address these questions:
What are key elements of high-quality professional learning? How can NSDC’s Standards for Staff Development assist schools and districts in establishing effective professional learning?
What first steps can a school or district take in examining and improving professional learning practices? How can they begin school improvement planning?
What facilitation practices encourage effective school-based learning and collaboration?
What organizational structures and elements of school culture support effective professional development?
What is the research base for high-quality professional learning?
-->
Summer 2010: Using technology for professional learning
Manuscript deadline: Aug. 15, 2009This issue will explore how technology, in a variety of forms, can be used for professional learning. For this issue, JSD editors will consider articles that address these questions:
How are schools, districts, or technical assistance providers effectively using technology for professional development?
When and where can particular technology-based learning models be useful?
What conditions and support make this type of learning successful?
How can technology support aspects of professional learning known to be critical to effective school improvement: ongoing and job-embedded, data-driven decision making, leadership, collaboration, reflection, content-based knowledge growth, etc.?
How are schools and districts ensuring that technology-supported learning meets standards for high-quality professional development and improves student learning?
Fall 2010: The new central office
Manuscript deadline: Nov. 15, 2009This issue will examine how school systems can best support high-quality professional learning in an era when school-based learning is being emphasized. For this issue, JSD editors will consider articles that address these questions:
How are central offices organized to ensure effective professional learning at the school level?
How do central office staff developers strike a balance between supporting successful district initiatives and meeting school-based learning needs?
How have the roles of central office personnel changed as new school-based leadership roles, including coaches, have developed?
What relationships and interactions between district- and school-level staff best support effective professional learning?
Where are there models of central offices that support effective professional learning for all schools in the system?
Winter 2011: Content-specific professional learning
Manuscript deadline: Feb. 15, 2010This issue will explore effective content-specific professional learning models. For this issue, JSD editors will consider articles that address these questions:
Why is content-specific professional learning important?
How is content-specific professional learning integrated with a school or district improvement plan?
What are the particular professional learning needs for different content areas? How are those best supported?
Where are there examples of schools and districts using content-specific professional learning effectively?
Spring 2011: Working with external partners
Manuscript deadline: May 15, 2010This issue will focus on the important role of external partners, including universities, state departments of education, vendors and consultants, and other technical assistance providers, in effective professional learning. For this issue, JSD editors will consider articles that address these questions:
How do schools and districts identify appropriate external partners? How do they decide when they need a partner?
What are important elements to establishing an effective partnership for professional learning? What are the benefits and challenges of working with partners?
How can external partners support aspects of professional learning known to be critical to effective school improvement: ongoing and job-embedded, data-driven decision-making, leadership, collaboration, reflection, content-based knowledge growth, etc.?
How do schools and districts sustain and leverage the work of an external partner once the formal partnership has ended?
Where are there examples of schools and districts in successful partnership with outside entities for the purpose of high-quality professional learning?
Copyright © 2009 National Staff Development Council. Call 800-727-7288. E-mail NSDCoffice@nsdc.org