Academic marketplace

, 18

Academic optimism

, 76–77, 155

Accountability systems

, 49

Acts

, 43–44

“Adaptive” expertise

, 69

Adequate yearly progress (AYP)

, 37

Affective matching

, 134

Agency

, 76–79, 81, 88, 162, 169–170

Agents

, 43–44

Ambition of modern statistics

, 57–59

American Board for Certification of Teacher Excellence (ABCTE)

, 11

Amusement

, 149, 151–153

Anchoring myths

, 99

Apophatic listening

, 143

Apprenticeship

experience

, 28

of observation

, 89, 109, 113

Artificial scarcity

, 9

Associational clusters

, 43

Attaining narrative coherence, strategies for

, 88–89, 96, 99

Audit society, teaching plot lines in

, 95–96

Auditing

, 93–95

Autobiographical knowledge

, 90–92

Autonomy

, 21, 29–30

Behavioral response options

, 152

Best practice

in education and teacher education

, 57

problems of verification and

, 62–64

Better practice

, 64–66

Bloom’s Taxonomy

, 26

Bottom-up processes

, 136

Boundary-pushing

, 125

Broaden-and-build theory

, 153

Burke, Kenneth

, 42–44, 47, 50, 53–54, 86

terministic compulsion

, 44

textual analysis

, 42

“victimage” losers and winners

, 51

Calling and hope relationship

, 79

Center for Educational Renewal (CER)

, 31

Center for the Improvement of Teacher Education and Schooling (CITES)

, 36

Certainty

, 116–117

Children and stories

, 88

“Clinicalization” of teacher education

, 32

Cluster analysis

, 43, 47

aligned/unaligned system

, 50–51

large scale/small scale

, 51–52

order/disorder

, 48–49

science, research, and researcher

, 47–48

training/education

, 49–50

Cognitive/cognition

, 134, 135

change

, 138

control

, 135

dispositional measures

, 76–77

effects of humor

, 153

shifts

, 147–149

Cohorts

, 31, 93, 96, 100

Commonwealth Teacher-Training Study

, 50

Community-embedded and curiosity-driven inquiry

, 55

Compassion fatigue

, 138

Complementary second lens

, 92–93

Complexity theory

, 17

Comprehensive data collection system

, 45

Consumer values

, 18–19

Council for Accreditation of Educator Preparation (CAEP)

, 34, 41–42

Council of Chief State School Officers (CCSSO)

, 33

Creativity

, 152–153

Cultural “paradigms”

, 92

Cultures

, 166

of hope and happiness

, 167–171

of unhappiness

, 167

well-being

, 154–156

Curriculum

, 11, 27, 30, 50, 168

form of colonialization of

, 68

of teacher education

, 24, 104, 106–107

of teaching and learning

, 172–173

Cyber-space

, 13–14

Dark humor

, 149–150

Defensive teaching

, 73

Democracy and Education (Dewey)

, 108

Dewey, John

, 57, 59–62

Dispositions

, 24, 33

Distress

, 137–138

Economic(s)

globalism

, 13

money in

, 16–17

rationalism

, 9

rewards for college graduation

, 11

uncertainty

, 13

Education(al)

, 11–13, 49–50, 69, 85

accomplishment

, 12

entrepreneurialism

, 41

experience

, 10

policy-makers

, 64–65

practices

, 66

reform

, 27, 160

renewal

, 28

schools

, 8

transformation

, 8–10

Educational research

, 64–66

John Dewey, uncertainty, and science of education

, 59–62

local studies and validity

, 66–69

problems of verification and “best practice”

, 62–64

Educative power of parables

, 107

Educators

, 62, 91, 97

educator-written narrative

, 86–87

identity formation

, 86

Effortful control (EC)

, 135

Emerging Global Model (EGM)

, 12–13

Emotion(al) (see also Humor)

, 115, 162

affective blend

, 160

beliefs and habits

, 166

contagion

, 135

emotion-based dispositional measures

, 76–77

emotion-laden levels

, 90–91

exhaustion

, 116

mature emotional self-regulation

, 138

of mirth

, 154

tone

, 98

Empathic Concern

, 136

Empathic overarousal

, 138

Empathy

, 4, 131, 136

Baron-Cohen’s definition

, 134

deficit

, 132–133

definitions and expectations

, 133–136

and distress

, 137–138

Emma and

, 140–142

empathic inference and accuracy

, 139–140

global concept

, 136

mature

, 141–142

measurement problems

, 136–137

top-down processes

, 135

English Interregnum

, 58

Enthusiasm

, 25, 58

Eudaimonia

, 4, 159, 169

on cultures

, 166

cultures of hope and happiness

, 167–171

cultures of unhappiness

, 167

on happiness

, 162–166

on hope

, 159–162

postscript

, 171–175

Expertise

, 124–125, 127

Facebook

, 14

Fast-thinking

, 15

Fearless speech

, 20

Federal education policies

, 73

Field supervisors

, 48

Financially drive free-market EGM

, 12

Fish and the Turtle, The

, 107, 110–113

Formal essay

, 23

Full-scale federal invasion

, 35–37

Generational effect

, 100

Generations

, 93, 100

Globalism

, 8, 11, 13, 45–46, 92

Globalization

, 13–14

Good-fit leavers

, 75–76

Good-fit stayers

, 75, 77

Good-fit undecideds

, 75

Great Recession

, 10, 65

Growth metaphors

, 110

Happiness

, 160, 162–164

connections of hope to happiness

, 163

cultures of hope and

, 167–171

kinds

, 163–166

system

, 165

High School: A Report on Secondary Education in America (Boyer)

, 27

Higher education

, 19–21, 174

competition for scarce resources

, 10

currencies of

, 16

EGM

, 12

faculty

, 8

living and writing in higher

, 93–95

teacher educators

, 8

Hope

, 159–160, 162

connections of hope to happiness

, 163

cultures of hope and happiness

, 167–171

qualities and characteristics

, 161–162

teacher–student hope

, 160

Hope and Hope Scale

, 76–77, 162

Huberman’s model

, 83

Human flourishing

, 159

Humor

, 4, 145–146, 149–150, 155

cost/benefit analysis

, 153–154

and creativity

, 152–153

dark

, 149–150

gauging teacher and culture well-being

, 154–156

incongruity

, 147–149, 152

light

, 146, 149–151, 154

passions

, 151–152

superiority theory

, 147

theories

, 147–149

Ideal-regulated empathy

, 138

Identity

, 13–14, 89

formation

, 87

politics

, 13–14

Imagination

, 69, 111, 135

of educators

, 11

empathy and

, 135

trenchant elements of metaphorical

, 105, 113

Imagoes

, 89, 99–100

Immanent critique

, 20

Implicit equations

, 43

Industrial economy

, 9

Innovation and reform

, 38

Institution(al)

and cultural change

, 55

cultures

, 171

Insular networks

, 13

Intellectual instrumentalities

, 69

Intentionality

, 88

“Intermediary inventive” minds

, 48

Interns

, 118, 119, 128

Interpersonal Reactivity Index (IRI)

, 136

Interpretive openness

, 108

Interstate New Teacher Assessment and Support Consortium (InTASC)

, 33

“Intimate two-way link”

, 163

Intra-cohort variation

, 93

Kierkegaard’s special gifts

, 107

Knowledge

, 33–34

event-specific

, 91, 98–99

knowledge-inaction

, 30

memory and autobiographical

, 90–92

self-knowledge

, 138

teacher

, 33–34

Language

, 42, 44

tradition

, 167–168

Large scale studies

, 51–52

Laughter

, 145–149, 155, 157, 166, 169

League tables

, 95–100

Learning

, 115–116

challenges

, 169

curriculum of

, 172–173

student

, 73

Least publishable units (LPUs)

, 17

Life course

, 92–93

pathways

, 76–77

period effect

, 93

theory and research

, 85–86

Lifetime periods

, 90–91

Light humor

, 146, 149–151, 154

Local studies and validity

, 66–69

Looking in Classrooms (Good & Brophy)

, 25

Managed economies

, 14

Marketplace, technologies of

, 13

Markets

, 10, 13

values

, 10, 18–19

Worship of

, 21

Massive Open Online Courses (MOOCs)

, 11, 12

Measurement

measured intelligence

, 139

problems of empathy

, 136–137

Memory

, 90–92, 98–99

Mentors

, 48, 118–119, 126

Metaphors

, 107

Methodological belief

, 143–144

Methodological outliers

, 66

Methods course instructors

, 26, 48

Middle range theorizing

, 1

Modules

, 11

“Moral dimensions of schooling”

, 32

Motives

, 52–55

“Multicultural dispositions” of teacher education students

, 137

Narrative(s)

, 104

coherence

, 98

educator-written

, 86–87

tone

, 90

Nation at Risk, A

, 50

National Board for Professional Teaching Standards (NBPTS)

, 18, 33

National Council for Accreditation of Teacher Education (NCATE)

, 41

National Council for the Accreditation of Teacher Education (NCATE)

, 32–34, 37

National Council on Teacher Quality (NCTQ)

, 41

“National indicator system” of monitoring

, 51

National Network for Educational Renewal (NNER)

, 32

National Research Council (NRC)

, 34, 42

Natural interpretations

, 2

Neoliberalism

, 8–10, 14, 38, 167

unseen factors and critique of

, 19–21

No Child Left Behind (NCLB)

, 36–39, 50

Nuclear episodes

, 91

Optimism

, 160

Order

, 48–49

Other-minds problem

, 140

Other-oriented perspective-taking

, 134

Parables

, 105

educative power

, 107

Fish and the Turtle, The

, 110–113

and professional education

, 106–107

and self-understanding

, 113–114

“Sower, The”

, 109–110

“Storm, The”

, 108–109

Pedagogy of the Oppressed

, 23

Perceivers

, 139–140

Performativity

, 53

Periodicity

, 98–99

Personal essay

, 23–24

“Persons-centered history” of education

, 1–2

Place

, 13–14

Political arithmetic

, 57–59

Positioning theory

, 125–128

Positive psychology

, 159

Postmodernism

, 92

Postscript

, 171–175

Preferential attachment

, 17

Preparing Teachers

, 42

agents and acts

, 43–44

cluster analysis

, 47–52

motives

, 52–55

teacher education

, 45–47

Preparing Teachers: Building Evidence for Sound Policy

, 42

Preservice teacher education

, 173

Professional development (PD)

, 175

Professional development school (PDS)

, 31, 33

Professional education

, 106–107

Professional learning communities (PLCs)

, 155–156, 167–168

Professionalism

, 29–31

Psychosocial constructivism

, 85–87

evolving identities and imagoes

, 89

globalism and postmodernism

, 92

memory and autobiographical knowledge

, 90–92

narrative tone

, 90

story form

, 88–89

Qualitative researchers

, 48

Randomized controlled trials

, 62

Randomized sample designs

, 62

Reflection

, 29–31

Reflective Practitioner, The (Schön)

, 30

“Reinvent teacher preparation”

, 35

Relationship maintenance

, 53

Replication

, 134

Research

, 47–48

context

, 77

program

, 139

Research Excellence Framework (REF)

, 50

Researcher

, 47–48

ResearchGate

, 20

Rhetorical analysis model

, 52–53

Royal Society

, 57–59

School

change

, 69

healthy school cultures

, 155

law

, 104, 106

living and writing in higher education and in

, 93–95

medical

, 106

moral dimensions

, 32

“spirit week” at

, 135

Science

, 47–48

for education

, 53, 59–62

“Scientific evidence” in education

, 45

Scientism

, 52–55

Self-evaluation form (SEF)

, 94

Self-marketing

, 17

Self-regulation (SR)

, 135, 138

Self-transcendence

, 124–125

Setting-focused interventions

, 66

“Shared ordeal”

, 31

Similes

, 107

“Slowness needs protection”

, 15–16

Small scale studies

, 51–52

Social

cartography

, 150

function

, 150

location of teacher education

, 8

pathways

, 93, 95, 99–100

science

, 62

Sources of a Science of Education (Dewey)

, 1, 60

“Sower, The”

, 107–110

Stable identities

, 16

Standardized test-driven science of education

, 94

“Storm, The”

, 107–109

Storytelling

, 104–105, 107, 148

Strangers in their Own Land

, 112

Student

learning

, 73

misbehavior

, 125–126

opportunity

, 25

Subjective well-being (SWB)

, 164

“Survival concerns” of beginning teachers

, 117

Task-oriented behaviors

, 25

Teachability

case study

, 119–124

data collection and analysis

, 118

expertise and self-transcendence

, 124–125

patterns in dataset

, 119

positioning

, 125–128

self-confirmation

, 124

study focus

, 117–119

Teacher calling

, 80–81

and hopefulness relationship

, 81–83

Teacher education

, 7–8, 45–47, 85, 103

curriculum

, 104

social location of

, 8

Teacher Education Accreditation Council (TEAC)

, 33–34, 41

Teacher Effectiveness and Teacher Education (Gage)

, 24

Teacher motivation

, 74

analyses

, 79

calling and hope relationship

, 79

hope and Hope Scale

, 76–77

instruments, teaching

, 78

participants

, 77–78

research context

, 77

study

, 77

teaching as calling

, 74–76

years of teaching experience

, 79–80

Teacher(s) (see also Theorizing teacher identity)

, 73

candidates

, 117

development

, 30

educators

, 48, 55, 62, 103–104

effectiveness

, 24–26

hopefulness

, 81

identity

, 138

knowledge and accreditation

, 33–34

socialization

, 148

Teacher–student hope

, 160

Teaching

, 115, 131

as calling

, 74–76

plot lines in audit society

, 95–96

reimagining

, 113–114

skills

, 50

technical views of

, 24–26

unit

, 26

Teaching education

changing field experience

, 31–33

full-scale federal invasion

, 35–37

NCLB

, 37–39

personal essay

, 23–24

professionalism, reflection, and changing context

, 29–31

at risk

, 27–29

teacher knowledge and accreditation

, 33–34

technical views of teaching and teacher effectiveness

, 24–26

“Terministic excess” problems

, 50

Terministic screen

, 86

frame action

, 43

Textual analysis

, 42

Theorizing teacher identity

, 87–92

analytic approach and chapter organization

, 86–87

auditing

, 93–95

challenge of coherence and change

, 98

cohorts and generations

, 100

complementary second lens

, 92–93

memory/periodicity

, 98–99

new imagoes

, 99–100

personal ideology

, 97

social pathways, turning points, and anchoring myths

, 99

story elements

, 100

story plot

, 97

strategies for attaining narrative coherence

, 99

tone

, 98

There Is No Alternative (TINA)

, 2

Time

, 14–16

Tinkering and change

, 55

Training

, 49–50

Trial, The

, 104

Turning points

, 99

“Tyranny of moment”

, 14

Uncertainty

, 59–62, 117

Unhappiness cultures

, 167

Unrealistic optimism

, 81

US Department of Education

, 41

Validity

, 66–69

Variability

, 25

“Vehement passions”

, 151, 162

Verbal cues

, 140

Verification and “best practice”

, 62–64

Vulnerability

, 4, 115, 117, 125

case study

, 119–124

data collection and analysis

, 118

expertise and self-transcendence

, 124–125

patterns in dataset

, 119

positioning

, 125–128

self-confirmation

, 124

sources

, 116

study focus

, 117–119

Weak-fit leavers

, 75

Weak-fit stayers

, 75