Educational Renaissance <p>Welcome to&nbsp;<em>Educational Renaissance</em>, the journal of The Renaissance Group,&nbsp;a national consortium of colleges and universities with a major commitment to the preparation of educational professionals and to the promotion of exemplary practices, partnerships, and leadership that ensure high levels of teaching and learning in all of America's schools.</p> California State University, Fresno en-US Educational Renaissance 2161-1602 <div>Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_new">The Effect of Open Access</a>).</li></ol></div> Collaboration and Connections <p>This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.</p> Jannah Walters Nerren Tracey Covington Hasbun ##submission.copyrightStatement## 2019-01-14 2019-01-14 7 1 1 13 10.33499/edren.v7i1.113 Inclusive Design for Online and Blended Courses <p>Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.</p> Susie Gronseth ##submission.copyrightStatement## 2018-12-17 2018-12-17 7 1 14 22 10.33499/edren.v7i1.114 Priming Your Environment for Growth Through a Collaborative Model of Instructional Coaching <p>Teacher preparation is complex in nature. Students in K-12 education comprise an increasingly culturally and linguistically diverse population. Standards have significantly evolved with state and Common Core State Standards that now place a greater emphasis on academic discourse both in written and oral forms. To better prepare the next generation of teachers to  address these shifts in expectations, we are examining the influence of instructional coaching at the university level. The work encompasses professional development on research-based ELL principles to support the changing populations of students in conjunction with coaching sessions to enhance coursework. The results of this study were statistically significant and have set the stage for our next steps in sustainable change at the university level.</p> Wendy Farr Sarah Saltmarsh ##submission.copyrightStatement## 2018-12-17 2018-12-17 7 1 23 28 10.33499/edren.v7i1.109 A Way Forward Toward Professionalizing Teacher Education <p class="p1">Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.</p> Jacob Easley II ##submission.copyrightStatement## 2019-01-14 2019-01-14 7 1 29 35 10.33499/edren.v7i1.108 Voices of Resistance <p><em><span style="font-weight: 400;">Voices of resistance: Interdisciplinary approaches to Chican@ children's literature </span></em><span style="font-weight: 400;">gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. &nbsp;The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices.&nbsp;</span>(Rowman &amp; Littlefield, 2018)</p> Luz Yadira Herrera ##submission.copyrightStatement## 2018-12-17 2018-12-17 7 1 36 38 10.33499/edren.v7i1.121