In Publications

Screen Shot 2020-08-21 at 8.25.14 AM

Self, E. A., & Stengel, B. S. (2020). Toward anti-oppressive teaching: Designing and using simulated encounters. Harvard Education Press. 

Publications:

Hundley, M., Palmeri, A., Hostetler, A., Johnson, H., Dunleavy, T. K., & Self, E. A. (2017). Developmental trajectories, disciplinary practices, and sites of practice in novice teacher learning: A thing to be learned. In D. Polly, M. Putnam, T. M. Petty & A. J. Good (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (2nd ed., pp. 153-180).

Self, E. A. (2016). Designing and using clinical simulations to prepare teachers for culturally responsive teaching. Unpublished doctoral dissertation. Vanderbilt University. Nashville, TN.

Conference Presentations:

Hostetler, A., Hundley, M., Peterson, B., & Self, E.A. (2018, December). Live-actor simulations to unpack assumptions and enter difficult conversation. Symposium accepted at the annual meeting of the American Reading Forum, Sanibel Island, FL.

Self, E. A., Hostetler, A., & Stengel, B. (2018, November). Designing for difficult discourses: Using simulated encounters in a social studies literacies teacher education course. Paper accepted at the annual meeting of the College and University Faculty Assembly, an affiliate group of the National Council on Social Studies, Chicago, IL.

Self, E. A., & Hundley, M. (2018, November). Twelve minutes with Riley: Using a live-actor simulation to unpack the complexity of student interactions. Panel accepted at the annual meeting of the National Council for the Teachers of English, Houston, TX.

Self, E., Stengel, B.S., Mayo, C., & Askew, R.K. (2018, November). Un-covering safe space: Preparing teachers for difficult discourse in simulated social studies encounters. Panel accepted at the annual meeting of the American Educational Studies Association, Greenville, SC.

Self, E.A. (2018, October). Teaching paradoxically with simulated encounters: The SHIFT Project. Paper accepted at the 8th International Conference on Education and Social Justice, Honolulu, HI.

Self, E. A., & Artap, M. J. (2018, April). Resilience through disruption? Revealing
teachers’ strengths through simulated encounters. 20×20 presented at ResilienceCon, Nashville, TN.

Self, E. A. (2018, February). Simulated encounters for teaching as a signature
pedagogy. Poster presented as part of the Exploring Signature Pedagogies to Develop Critical Dispositions poster session at the annual meeting of the American Association of Colleges for Teacher Education, Baltimore, MD.

Self, E. A. (2017, October). Making the case: Choosing and using representations of
practice in professional education. Symposium presented at the Research on Teaching and Learning Summit, Kennesaw, GA.

Self, E. A. (2017, April). Making sense: Trajectories of preservice teachers’ learning
in a clinical simulation for culturally responsive teaching. Paper presented at
the annual meeting of the American Educational Research Association, San Antonio, TX.

Self, E. A. (2017, April). Framing and re-framing clinical simulations to develop
emergent cultural responsiveness. Paper presented as part of the Developing Practices to Recognize and Address the Political and Ideological Aspects of Educators’ Everyday Work symposium at the annual meeting of the American Educational Research Association, San Antonio, TX.

Self, E., Dunleavy, T., Hostetler, A., Hundley, M., Johnson, H., Pendergrass, E.
Reynolds, D. (2017, March). Clinical simulations for culturally responsive
teaching in disciplinary literacy and methods courses. Symposium presented at the American Association of Colleges for Teacher Education, Tampa, FL.

Self, E. A. (2016, November). Love, labor, and learning under the gun as design
principles in clinical simulations for culturally responsive teaching. Paper presented at the American Educational Studies Association Conference, Seattle, WA.

Self, E. A. (2016, November). Clinical simulations. Paper presented as part of the
Embodied Learning as Political Project symposium at the annual meeting of the American Educational Studies Association Conference, Seattle, WA.

Reynolds, D., Self, E. A., & Chen, G.A. (2016, June). Framing problems and parents:
How teacher education courses affect pre-service teachers’ clinical simulation
encounters. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction SIG 11 Teaching and Teacher Education Conference, Zürich, Switzerland.

Horn, I.S., Self E. A., Chen, G.A., & Stengel, B. (2016, June). Cultural responsiveness
for teaching: The development of pre-service teachers’ sensemaking in
clinical simulations. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction SIG 11 Teaching and Teacher Education Conference, Zürich, Switzerland.

Self, E. A., & Clayton, H. (2016, April). Being Darius: Marginalized identities in
clinical simulations for teacher education. Paper presented at the 7th Annual Diversity in Research and Practice Conference, New York, NY.

Self, E. A. (2016, February). Constructive discomfort: Finding the path to culturally
responsive teaching through live actor simulations. Session presented at the annual meeting of the Tennessee Association of Colleges for Teacher Education, Nashville, TN.

Self, E. A. & Kane, B.D. (2015, April). SIMulating practice: How do mediating artifacts
in a social foundations and methods course influence preservice teachers’
opportunities to learn through simulated practice? Poster presented as part of structured poster session at the annual meeting of the American Educational Research Association, Chicago, IL.