Tep Vol 30-N1

Editorial: Critical Praxis as Socialization of Teachers: Paulo Freire’s Conscientização
Patrick M. Jenlink

“Dear Diary”: A Qualitative Examination of the Phases of First-Year Teaching
Mary Anne Duggan, David Lee Carlson, Michelle E. Jordan, Larissa Gaias, Tashia Abry, and Kristen Granger

Recentering Job-Embedded Graduate Education for Practicing Teachers
Elizabeth Bondy, Darbianne Shannon, Magdalena Castañeda, and Raquel Munarriz-Diaz

Communities That Engage Multidisciplinary Faculty with Service-Learning
Vera L Stenhouse, Caitlin M. Dooley, Rachel Gurvitch, Joseph R. Feinberg, Lydia C. Mays, Janet Z. Burns, and Olga S. Jarrett

Starting at the Beginning: An Intuitive Choice for Classroom Management
Justin D. Garwood, Alene H. Harris, and Jonathan K. Tomick

Preservice Teachers’ Perceptions of Working with Learners Who Struggle
Heidi Legg Burross, Amy M. Olson, and Elizabeth Pope

Teacher Mentoring for Effective Teacher Training and Development: The Case of a Developing Country, Kenya
Moses K. Ochanji, Nicholas W. Twoli, Adelheid M. Bwire, and John N. Maundu

Preparing Teachers for Data-Based Decision Making and Response to Intervention Team Collaboration
Barbara Meyers, Emily Graybill, and Kathryn Grogg

Effects of the Three-Block Model of Universal Design for Learning on Teachers’ Behaviors, Efficacy, and Concerns About Inclusive Teaching
Laura Sokal and Jennifer Katz

Perceptions of Teaching Practicums from Thai Students in 4-Year and 5-Year Teacher Education Programs
Samuel J. Grubbs

The Rise of Urban Alternative Teacher Certification
Scott Hohnstein

Book Review: Normalites: The First Professionally Prepared Teachers in the United States by Kelly Ann Kolodny
Lisa Gilbert

Call for Book Reviews

Upcoming Issues and Call for Reviewers