Etta Hollins

Etta HollinsKauffman Endowed Chair
for Urban Teacher Education

Curriculum Vitae

 

 

 

Research and scholarship Interests:

Teaching and teacher preparation for diverse and underservice students in P-12 schools
The design and redesign of preservice teacher preparation and professional development

 

Publications:

Hollins, E. R. (2015).  Culture in School Learning, 3rd Edition.  New York: Routledge
Hollins, E. R. (2015).  Rethinking Field Experiences in Preservice Teacher Preparation.  New York:  Routledge Publishers.  https://www.routledge.com/authors/i13457-etta-hollins

 

Presentations:

Hollins, E. R. (June 3, 2016).  What it takes to achieve educational equity in urban schools.  (invited keynote speaker) Kansas City Equity Leadership Conference.  Metropolitan Community College.

Hollins, E. R. (2016).  Teaching to Transform Urban Schools (invited opening keynote speech).  Baltimore: Maryland Cultural Proficiency Conference.

Hollins, E. R. (2015).  Preparing teachers to transform urban schools and communities (Invited Spotlight Speaker).  Atlanta, GA:  American Association of Colleges of Teacher Education, Annual Meeting.

Hollins, E. R. (2015).  Rethinking and realigning research and practice:  A challenge for teacher educators (Invited plenary research speaker).  Phoenix, AZ:  Association of Teacher Educators Annual Meeting.

Hollins, E. R. (November 4, 2015).  Taking charge of change in teacher education:  Confronting the problem of coherence.  University of Michigan. Teaching Works. (Invited Opening Keynote).

Hollins, E. R. (2015).  Rethinking field experiences in preservice teacher preparation.  Denver, CO: Council for the Accreditation of Educator Preparation, Spring Conference.

 

Professional Activities:

Council for the Accreditation of Educator Preparation,  Council member
NACME Advisory Board
Salish Kootenai College, Teacher Education Advisory Board
edTPA Advisory Board

 

Professional Recognition:

2016 Outstanding Book Award, American Association of Colleges of Teacher Education
2016 Legacy Award, American Educational Research Association, Division K