Research & Scholarship
Connecting research. Strengthening practice.
Exploring supervision, educator preparation, and school-university partnerships through collaborative scholarship that connects research and practice.
Areas of Inquiry
Three connected fields. A shared commitment to education.
Supervision
Examining the function of supervision, supervisors’ pedagogical practices, and the support that helps teacher candidates learn through clinical experiences.
Educator Preparation
Connecting theory and practice through meaningful teaching, learning, inquiry, and the preparation of educators and teacher educators.
School-University Partnerships
Studying school-university partnerships that connect schools, universities, scholars, and practitioners to advance research, practice, and educator preparation.
Research Agenda
Scholarship in and with schools.
My research agenda lies at the intersection of supervision, educator preparation, and school-university partnerships. Broadly, my scholarship examines how schools and universities work together to connect research and practice, prepare and support educators, and strengthen educational experiences across PK–12 and higher education. Professional Development Schools have provided an important foundation for this work, while my scholarship has increasingly considered school-university partnerships more broadly, including the structures, roles, practices, and pathways that connect schools, universities, scholars, practitioners, and future educators.
A consistent thread throughout my scholarship is an interest in the people and practices that bridge traditional boundaries between schools and universities. This includes my work on supervision and hybrid educator roles as well as broader questions about how educators learn across institutional and professional contexts. Increasingly, my work also considers how partnerships can support pathways into the education profession, strengthen educator preparation, and create more meaningful connections between secondary and postsecondary education.
My research and scholarly activities are collaborative by design. I view scholarship as something that is strengthened when scholars, practitioners, and students work together to study meaningful problems of practice and generate knowledge that is useful across settings. Accordingly, I invite educators, colleagues, and students into the scholarly process and include them in dissemination when their contributions merit authorship.
Underlying this work is a commitment to scholarship that speaks to both research and practice. I believe educational research should contribute to scholarly conversations while also being accessible and useful to the educators, leaders, and communities it is intended to serve. Across my research, teaching, leadership, and service, I therefore seek to strengthen the connections among schools and universities, scholars and practitioners, and research and practice.
Research Record
Publications, inquiry, and collaboration.
Books, national policy statements, journal articles, book chapters, research-to-practice scholarship, and audiovisual media connecting educational research and practice.
Books
- Burns, R. W., & Jacobs, J. (Eds.). (2025). The complex work of teacher educators: Cases that illustrate the teacher educator standards in action. Emerald Publishing.
- Burns, R. W., Baecher, L., & McCorvey, J. (Eds.). (2022). Advancing supervision in clinically based teacher education: Advances, opportunities, and explorations. Charlotte, NC: Information Age Publishing.
- Jacobs, J., & Burns, R. W. (2021). (Re)Designing programs: A vision for equity-centered, clinically based teacher preparation. Charlotte, NC: Information Age Publishing.
-
Glickman, C., & Burns, R. W. (2020).
Leadership for learning: How to bring out the best in
every teacher (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
“It provides practical, just-in-time ideas to support and develop every educator in a leader’s school or district.”
- Garin, E., & Burns, R. W. (Eds.). (2020). Clinically based teacher education in action: Cases from professional development schools. Charlotte, NC: Information Age Publishing.
National Policy Statements and Publications
- Burns, R. W., McIntyre, D. J., & Byrd, D. M. (2024). The Progress Continuum for the Clinical Experience Standards: A tool for program reflection, self-assessment, and continuous improvement. Association of Teacher Educators.
- Dresden, D., Burns, R. W., Cateli, L. A., Ogletree, S., Feinberg, J., Benson, G., & Curlette, W. (2023). A national research agenda for Professional Development Schools and similar school-university partnerships. [Policy statement]. American Educational Research Association.
- McIntyre, D. J., Byrd, D., & Burns, R. W., in collaboration with the Task Force on Field Experience Standards. (2023). The Association of Teacher Educators Clinical Experience Standards (3rd ed.). Association of Teacher Educators.
- National Association for Professional Development Schools. (2021). What it means to be a professional development school (2nd ed.). [Policy statement]. The Nine Essentials Committee: M. Cosenza, B. Badiali, R. W. Burns, C. Coler, K. Goree, D. Polly, D. Stoicovy, & K. Zenkov.
Journal Articles
- Rutten, L., Wolkenhauer, R., Tekavec, K., Burns, R. W., & Gallon, L. M. (2025). Understanding Professional Development Schools as P–20 partnerships: A systematic review of PDS descriptions, 2008–2022. Review of Educational Research.
- Burns, R. W., McIntyre, D. J., & Byrd, D. (2025). The importance of standards for clinical experiences: Promoting excellence in teacher preparation. Action in Teacher Education, 47(1), 3–19.
- Burns, R. W. (2024). Enhancing democracy through P-20 school-university partnerships in teacher education: Implications for educational leaders. Democracy and Education, 32(2), 1–11.
- Haberlin, S., & Burns, R. W. (2024). Conceptualizing images of supervisors in teacher education. Journal of Educational Supervision, 7(1), 24–44.
- Burns, R. W., Curcio, R., Yendol-Hoppey, D., Lynch, M. E., McMillan, M., Burns, J., Williams, L., Jones, J., Medlock, S., Ehrlich, S., Boilini, L., Yuen, J., Parkison, P., Shepard, J., Bossinger, R., Bazemore, T., Johns, T., & Hoppey, D. (2023). Bridging the gaps in the system: Project PREP’s transformative approach to educator development. SRATE Journal, 32(2), 1–12.
- Butler, B., Burns, R. W., & Willey, C. (2023). Toward a renewal of supervisory scholarship and practice in teacher education: A collaborative self-study. Journal of Educational Supervision, 6(3), 47–68. 2024 Distinguished Research Award — American Educational Research Association Supervision and Instructional Leadership Special Interest Group.
- Jacobs, J., Burns, R. W., Haraf, S., & McCorvey, J. (2023). Identifying essential features of high-quality, equity-centered professional learning. Journal of School Leadership, 34(2), 122–150.
- Burns, R. W., Nieman, C., Batastini, A., Brown, A., Watson, O., Kelly, D., & Alazwari, A. (2023). Examining standards across five K-12 academic disciplines in the United States: Similarities, distinctions, and implications for teacher preparation. Action in Teacher Education, 45(4), 355–372.
- Glickman, C., & Burns, R. W. (2021). Supervision and teacher wellness: An essential component for improving classroom practice. Journal of Educational Supervision, 4(1).
- Badiali, B., Polly, D., Burns, R. W., & Garin, E. (2021). Identifying the roadblocks to effective clinical practice in teacher education programs. Peabody Journal of Education, 96(1), 112–116.
- Jacobs, J., Burns, R. W., Haraf, S., Bellas, A., Perrone-Britt, F., & Holt, M. (2020). Equity-based teacher leaders facilitating change within an urban professional development school. School-University Partnerships, 13(3), 102–123.
- Burns, R. W., Haraf, S., Perrone-Britt, F., Porter, M., Bellas, A., & Johnson, W. (2020). The influence of teacher leadership in an urban PDS on elementary students. School-University Partnerships, 12(4), 67–85.
- Burns, R. W., & Badiali, B. (2020). The transformative nature of boundary-spanning roles: The case of a hybrid teacher educator in a professional development school context. The New Educator, 16(3), 187–206.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2020). A framework for naming the scope and nature of preservice teacher supervision in clinically based teacher preparation: Tasks, high-leverage practices, and pedagogical routines of practice. The Teacher Educator, 55(2), 214–238.
- Burns, R. W., Jacobs, J., Allsopp, D., Haraf, S., Baker, W., Johnson, W. W., Bellas, A., Perrone-Britt, F., Izzo, M., Hailey-Brown, L., Krein, D., & Wichinsky, L. (2019, September). Mort Elementary Community Partnership School: 2019 Exemplary Professional Development School Award Winner. School-University Partnerships, 12(2), 3–11.
- Burns, R. W., & Badiali, B. (2018). Clinical pedagogy and pathways of clinical pedagogical practice: A conceptual framework. Action in Teacher Education, 40(4), 428–446.
- Flory, S. B., & Burns, R. W. (2017). Learning for all: Enhancing practice through clinically rich methods courses in physical education. The Teacher Educator, 52(4), 365–385.
- Jacobs, J., Hogarty, K., & Burns, R. W. (2017, April). Elementary preservice teacher field supervision: A survey of teacher education programs. Action in Teacher Education, 39(2), 172–186.
- Burns, R. W., & Baker, W. (2016). The boundary-spanner in professional development schools: In search of common nomenclature. School-University Partnerships, 9(2), 28–39.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and the function of preservice teacher supervision in an era of increased school-university collaboration. Action in Teacher Education, 38(4), 410–425.
- Burns, R. W., Jacobs, J., Baker, W., & Donahue, D. (2016). Making muffins: Identifying core ingredients of school-university partnerships. School-University Partnerships, 9(3), 81–95.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). Preservice teacher supervision within field experiences in a decade of reform: A comprehensive meta-analysis of the empirical literature from 2001–2013. Teacher Education and Practice, 29(1), 46–75.
- Burns, R. W., & Badiali, B. (2016). Framing conceptual, procedural, and emotional support for supervisors. Teacher Education and Practice, 29(2), 397–421.
- Burns, R. W., & Badiali, B. (2016). Unearthing the complexities of clinical pedagogy in supervision: Identifying pedagogical skills of supervisors. Action in Teacher Education, 38(2), 156–174.
- Burns, R. W., & Badiali, B. (2015). When supervision is conflated with evaluation: Teacher candidates’ perceptions of their novice supervisor. Action in Teacher Education, 37(4), 418–437.
- Burns, R. W., Yendol-Hoppey, D., & Jacobs, J. (2015). High quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators. The Educational Forum, 79(1), 53–67.
- Jacobs, J., Burns, R. W., & Yendol-Hoppey, D. (2015). The inequitable influence that varying accountability contexts in the United States have on teacher professional development. Professional Development in Education, 1–24.
- Dennis, D. V., Jacobs, J., Burns, R. W., Davis, J., van Ingen, S., Tricarico, K., & Yendol-Hoppey, D. (2015). Hillsborough County Public Schools and the University of South Florida: Better Together. School-University Partnerships, 8(1), 7–12.
- Burns, R. W., Yendol-Hoppey, D., Badiali, B., & Nolan, J. (2013). Let’s learn together. The Kappan, 94(7), 26.
- Burns, R. W. (2010). Desperate times call for drastic measures: How far would you go to teach a lesson in respect? The Catalyst for Change: Journal of the National School Development Council, 36(1).
- Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R. W., Edmondson, J., Bauer, D., Queeney, D., & Wheland, M. (2009, Fall). The Penn State-State College Elementary Professional Development School Collaborative: A profile. School-University Partnerships, 3(2), 19–30.
- Burns, R. W. (2008). Book review: The speed of trust. The Catalyst for Change: Journal of the National School Development Council, 35(2), 42–44.
Book Chapters
- Burns, R. W., & Robinson-Wilson, R. (in press). Clinically rich teacher education: Promise and caution. In D. J. McIntyre, D. Byrd, & J. Snow (Eds.), Handbook of Research on Teacher Education (4th ed.).
- Burns, R. W. (2026). The centrality of clinical practice. In S. Dodman, J. Jacobs, & B. Butler (Eds.), Developing as a teacher educator: A guide to establishing identity, exploring pedagogy, and navigating policy (pp. 229–256). Rowman & Littlefield.
- Jacobs, J., & Burns, R. W. (2026). Teacher preparation program design. In S. Dodman, J. Jacobs, & B. Butler (Eds.), Developing as a teacher educator: A guide to establishing identity, exploring pedagogy, and navigating policy (pp. 279–300). Rowman & Littlefield.
- Burns, R. W., & Lynch, M. (2025). Teacher candidate supervision as praxis: The keystone to creating school-university partnerships for educational renewal. In J. Dresden, J. Ferrara, J. Neapolitan, & D. Yendol-Hoppey (Eds.), The Cambridge Handbook of School-University Partnerships. Cambridge Press.
- Dresden, J., & Burns, R. W. (2025). What’s needed now: A narrative review of research on school-university partnerships and Professional Development Schools. In J. Dresden, J. Ferrara, J. Neapolitan, & D. Yendol-Hoppey (Eds.), The Cambridge Handbook of School-University Partnerships. Cambridge Press.
- Burns, R. W. (2024). Foreword. In J. Feinberg & S. Ogletree (Eds.), Advancing school-university partnerships and professional development schools through national research: Revitalized perspectives for social justice, equity, growth, and inclusivity. Routledge.
- Lynch, M., & Burns, R. W. (2024). Toward a praxis orientation for teacher candidate supervision. In I. Mette, D. R. Cormier, & Y. Oliveras-Ortiz (Eds.), Culturally responsive instructional supervision: Instructional leadership for equitable and emancipatory outcomes (pp. 79–96). Teachers College Press.
- Robinson, R., Burns, R. W., Crowthers, A., Jones, J., Kimball, T., Malek, A., Parkison, P., & Stanley, N. (2024). Faculty instructional teams: An innovative approach to better preparing elementary teacher candidates. In K. Rainville, D. Title, & C. Desrochers (Eds.), Faculty learning communities: Communities of practice that support, inspire, engage, and transform higher education classrooms (pp. 223–248). Information Age Publishing.
- Kiefer, S. M., Robinson, R., Burns, R. W., & Ellis, K. (2024). Intentionally integrating developmental theory and research into teacher education: Examples from the field. In M. C. Smith, R. N. Carney, & C. J. Fong (Eds.), Teaching Human Development for Educators (pp. 71–94). In M. Yough, J. S. Vogler, & E. M. Anderman (Series Co-Editors), Theory to Practice: Educational Psychology for Teachers and Teaching. Information Age Publishing.
- Lynch, M., & Burns, R. W. (2024). A sociocultural perspective to learning a clinical pedagogy in and of teacher education. In B. M. Butler & S. M. Bullock (Eds.), Understanding a pedagogy of teacher education (pp. 164–180). Routledge.
- Kiefer, S., & Burns, R. W. (2022). Preparing teacher advocates: Integrating teacher motivation into teacher inquiry practices. In M. Yough & L. H. Anderman (Eds.), Teaching to Prepare Advocates (Vol. 4, pp. 127–146). Charlotte, NC: Information Age Publishing.
- McCorvey, J. K., & Burns, R. W. (2022). The importance of supervision in preparing scholars of teacher education: One student’s transformative journey. In R. W. Burns, L. Baecher, & J. K. McCorvey (Eds.), Advancing supervision in clinically based teacher education: Advances, opportunities, and explorations. Information Age Publishing.
- Porter, M., & Burns, R. W. (2020). Beyond survival: Three tips for thriving your first year of teaching. In A. Quinzio-Zafran & E. A. Wilkins (Eds.), The New Teacher’s Guide to Overcoming Common Challenges: Curated Advice from Award-Winning Teachers. Taylor & Francis Publishing.
- Rinck, J., Burns, R. W., Jacobs, J., & Allsopp, D. (2020). Breaking down barriers: Building a network of professional development schools across elementary, middle, and high school levels. In E. Garin & R. W. Burns (Eds.), Clinically Based Teacher Education in Action: Cases from Professional Development Schools (pp. 26–33). Charlotte, NC: Information Age Publishing.
- Burns, R. W., Allsopp, D., Johnson, W. W., III, Stuart, C., Saia, H., Brown, L., & Carswell, K. (2020). Mort Elementary Community Partnership School: Making a Twenty-Five Year Commitment. In E. Garin & R. W. Burns (Eds.), Clinically Based Teacher Education in Action: Cases from Professional Development Schools (pp. 159–165). Charlotte, NC: Information Age Publishing.
- Yendol-Hoppey, D., Jacobs, J., & Burns, R. W. (2018, November). Improving teacher practice through supervision: What teachers need to know and how they come to know it. In S. Zepeda & J. Ponticell (Eds.), The Wiley Handbook of Educational Supervision. Wiley.
- Burns, R. W. (2018). Looking across the chapters: Reflections and enduring questions. In D. Hoppey & D. Y. Hoppey (Eds.), Outcomes of High-Quality Clinical Practice in Teacher Education (pp. 249–262). Charlotte, NC: Information Age Publishing.
- Burns, R. W. (2018). Teacher leader preparation and development in PDS: Themes and recommendations. In J. Hunzicker (Ed.), Teacher Leadership in Professional Development Schools. United Kingdom: Emerald Publishing.
- Dennis, D., Burns, R. W., Tricarico, K., van Ingen, S., Jacobs, J., & Davis, J. (2017). Problematizing clinical education: What is our future? In R. Flessner & D. R. Lecklider (Eds.), The power of clinical preparation in teacher education (pp. 1–20). Rowman & Littlefield Education in association with the Association of Teacher Education.
- Burns, R. W., Johnson, W. W., III, & Hardin-Roberts, S. (2017). The Mort Teacher Leader Academy: Developing teacher leaders for urban schools together. In D. Yendol-Hoppey, D. A. Shanley, D. C. Delane, & D. Hoppey (Eds.), Working together: Enhancing urban educator quality through school-university partnerships (pp. 129–148). Charlotte, NC: Information Age Publishing.
- Burns, R. W., & Yendol-Hoppey, D. (2015). Supervision in the context of professional development schools and partnerships. In S. Zepeda & J. Glanz (Eds.), Supervision: New perspectives for theory and practice (pp. 97–128). New York, NY: Rowman & Littlefield.
- Burns, R. W., & Badiali, B. (2013). Preparing teacher educators in the professional development school context. In J. Perry & D. L. Carlson (Eds.), In their own words: A journey to the stewardship of the practice in education (pp. 41–58). Charlotte, NC: Information Age Publishing.
- Arbaugh, F., Nolan, J., Parks, K., & Burns, R. W. (2012). The practices and knowledge of school-based teacher education practitioners. In M. Macintyre Latta & S. Wunder (Eds.), Placing practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the education doctorate (pp. 105–124). Charlotte, NC: Information Age Publishing.
Research-to-Practice Scholarship
- Burns, R. W. (in press). To my dearest colleagues and friends. PDS Partners: Bridging Research to Practice.
- Burns, R. W. (2025). Celebrating the 2024 Jason Kinsey Award Winner from the National Association for School-University Partnerships. PDS Partners.
- Polly, D., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Stoicovy, D., & Zenkov, K. (2023, Spring/Summer). A refresh of the Essentials of professional development schools: The second edition of the NAPDS Nine Essentials. Connections: A Publication of the California Association of School-University Partnerships, 12(1), 4.
- Cosenza, M., Burns, R. W., Badiali, B., Coler, C., Goree, K., Polly, D., Stoicovy, D., & Zenkov, K. (2022). Revised Essential 8: The importance of boundary spanning roles. PDS Partners: Bridging Research to Practice, 17(1), 44–46.
- Coler, C., Badiali, B., Burns, R. W., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., & Zenkov, K. (2022). Expanding on the Revised Essential 7: Shared governance structures. PDS Partners: Bridging Research to Practice, 17(1), 42–44.
- Stoicovy, D., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Polly, D., & Zenkov, K. (2022). Essential 4: A shared commitment to reflection, innovation and generative knowledge. PDS Partners: Bridging Research to Practice, 17(1), 41–42.
- Burns, R. W., Badiali, B., Coler, C., Cosenza, M., Polly, D., Stoicovy, D., & Zenkov, K. (2022). Essential 2: “Clinical Practice” is What Professional Development Schools Do. PDS Partners, 17(1), 38–41.
- Coler, C., Goree, K., Stoicovy, D., Polly, D., Badiali, B., Burns, R. W., Cosenza, M., & Zenkov, K. (2022). The value of school-university partnerships and Professional Development Schools. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 88(3), 6–14.
- Zenkov, K., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Bertrand, S., Haddad, K., Crane, N., & Lague, M. (2021). The “Revised Nine Essentials” article series Essential 1: Justice is our “Comprehensive Mission.” PDS Partners: Bridging Research to Practice, 16(4), 21–24.
- Burns, R. W. (2019, Fall). Get connected with the NAPDS Policy, Advocacy, and External Relations Committee. PDS Partners, 14(2), 25–26.
- Burns, R. W. (2018, Summer). NAPDS policy, advocacy, and external relations: A year of progress. PDS Partners, 13(3), 19–20.
- Garin, E., Burns, R. W., & Polly, D. (2018, Summer). The intersection of the AACTE clinical practice report and the NAPDS Nine Essentials. PDS Partners, 13(3), 5–7.
- Burns, R. W., & Haraf, S. (2018, June). School climate and perception survey: Parent data. A summary. Prepared for the Mort Elementary, A Community Partnership School Cabinet. Tampa, FL.
- Burns, R. W., in collaboration with the David C. Anchin Center, USF-St. Petersburg, & St. Petersburg College. (2016, November). Customized Teacher Leader Academy Concept Paper. Prepared for Pinellas County Schools.
- Burns, R. W. (2016, May). Engaged scholarship to improve schools: The Mort Teacher Leader Academy. University of South Florida College of Education Newsletter, 2–3.
- Burns, R. W., Andrade, V., Robertson, G., & Schmidt, A. (2016, June). Mort Elementary, a community school needs assessment: Findings & recommendations from school district and community wide surveys. Internal community needs assessment, 1–14.
- Burns, R. W., & Johnson, W. (2015). The Mort Teacher Leader Academy. Leading Innovation in Teacher Education, 1(1), 7–8.
- Burns, R. W., Papke, A., Welsh, J., & Pittaluga, P. (2015, Fall). The Promethean Technology initiative. Leading Innovation in Teacher Education, 1(1), 5–6.
- Burns, R. W., Johnson, W., Mills, D., & Yendol-Hoppey, D. (2015, August 24). Developing urban teacher leaders together: The Mort Teacher Leader Academy. [Weblog].
- Powell, R. L., Burns, R. W., Ward, J., Persbacker, S., Kondash, A., Norton, L., & Mercer, S. (2014). “These kids”: Supporting pre-service teachers’ understanding of a culturally diverse student population. PDS Partners, 10(1), 7, 13.
Audiovisual Media
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2026, May 20). ATE Clinical Experience Standards Webinar Series. Standard 9: Clinical coaching and the formative assessment of teaching, Indicators a–f. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2026, April 15). ATE Clinical Experience Standards Webinar Series. Standard 8: Seminar. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2025, February 12). ATE Clinical Experience Standards Webinar Series. Standard 7: Clinical Educators. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2025, February 12). ATE Clinical Experience Standards Webinar Series. Standard 6: Resourcing, Review, and Renewal. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2025, January 29). ATE Clinical Experience Standards Webinar Series. Standard 5: Communication. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2024, November 6). ATE Clinical Experience Standards Webinar Series. Standard 4: Quality Placements. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2024, October 9). ATE Clinical Experience Standards Webinar Series. Standard 3: Organization of Clinical Experiences. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2024, May 29). ATE Clinical Experience Standards Webinar Series. Standard 2: Coherence. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Byrd, D., McIntyre, D. J., & Paretti, L. (2024, May 15). ATE Clinical Experience Standards Webinar Series. Standard 1: Collaboration. [Webinar]. The Association of Teacher Educators.
- Burns, R. W., Cosenza, M., Dresden, J., & Feinberg, J. (2023, September 26). Take your partnerships to the next level: Innovation through Collaborative Action. [Webinar]. The American Association for Employment in Education.
- Burns, R. W., & Garin, E. (Co-Hosts). (2022–2023). Let’s Partner!: Season 1 (10 episodes). [Audio podcast]. National Association for Professional Development Schools.
- Glickman, C., & Burns, R. W. (2021, July 20). Conversations with Authors featuring Carl Glickman & Rebecca West Burns. [Webinar]. The Indiana IEP Resource Center.
Scholarly Exchange
Bringing research into conversation.
As a scholar, dissemination is part of my professional obligation. In addition to publishing, conferences allow me to interact with colleagues from across the country to examine theoretical ideas, practical applications, and political reform narratives. They also create opportunities to present works in progress and receive feedback before publication.
AERA
American Educational Research Association
A forum for educational research, scholarly dialogue, and exchange across research traditions, institutions, and professional communities.
SCHOOL-UNIVERSITY PARTNERSHIPS
Partnership-Focused Scholarly Communities
Conversations among school-based and university-based educators examining partnership, clinical preparation, practitioner inquiry, and educational renewal.
ATE
Association of Teacher Educators
A community connecting research, practice, professional standards, and the preparation and development of educators.
COPIS
Council of Professors of Instructional Supervision
Scholarly exchange focused on supervision, instructional leadership, and the practices that support educator learning.
Presentation Archive
Selected conference presentations.
Selected presentations from the 2012–2014 scholarly record. Visit the Speaking page for featured keynotes and invited appearances.
2014 Presentations
- Burns, R. W., & Badiali, B. (2014, October). Conceptualizing supervisors’ pedagogical skills. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, Atlanta, GA.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2014, October). What do we continue to learn about preservice teacher supervision since the release of the NCATE PDS Standards and Blue Ribbon Report?: Part two of a qualitative meta-analysis. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, Atlanta, GA.
- Burns, R. W., & Badiali, B. (2014, April). Conceptual, procedural, and emotional mentoring: The reframing of supervisor learning to practice to learning from practice. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
- Jacobs, J., Burns, R. W., & Yendol-Hoppey, D. (2014, April). What do we know about preservice teacher supervision since the release of the NCATE PDS Standards and the NCATE Blue Ribbon Report? A Meta-Analysis. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
- Jacobs, J., Burns, R. W., & Yendol-Hoppey, D. (2014, February). Understanding the role and function of the PST supervisor: A review of the empirical literature. Paper presented at the annual meeting of the Association of Teacher Educators, St. Louis, MO.
- Yendol-Hoppey, D., Jacobs, J., Davis, D., Burns, R. W., van Ingen, S., Dennis, D., & Tricarico, K. (2014, March). Preparing the next generation of teacher educators to lead innovative teacher education: Clinically rich, equity-focused, and inquiry based. A four-paper symposium presented at the annual meeting of the American Association of Colleges for Teacher Education, Indianapolis, IN.
2013 Presentations
- Burns, R. W., & Badiali, B. (2013, October). Identifying pedagogical skills of supervisors: Unearthing the intricacies and complexities of learning to supervise. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, State College, PA.
- Burns, R. W., Dennis, D., Davis, J., van Ingen, S., Gelfuso, A., Powell, R., Baker, W., Mercer, S., & Wulf, T. (2013, October). Content-focused coaching: Conceptualizing structures, roles, and supervisory practices for supporting pre-service teacher education in the content areas. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, State College, PA.
- Jacobs, J., Burns, R. W., Yendol-Hoppey, D., Arndt, K., Casciola, V., Powell, R., Rakes, L., Ward, J., & Pennington, S. (2013, October). What do we know about pre-service teacher supervision since the release of the NCATE PDS Standards and Blue Ribbon Report? A review of the literature. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, State College, PA.
- Burns, R. W., & Badiali, B. (2013, April). The impact of novice supervision on teacher candidates in a PDS context. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Burns, R. W. (2013, April). Conceptualizing the pedagogical skills of supervisors. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Burns, R. W., & Hazi, H. (2013, April). Perspectives on technology-driven supervision: Creating the conversation in a climate of accountability. Panel presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Powell, R. L., Ward, J., Persbacker, S., Kondash, A., Norton, L., & Burns, R. W. (2013, February). “These kids”: Supporting preservice teachers’ understanding of a culturally diverse student population through an inquiry-oriented assignment. Presented at the annual meeting of the National Association for Professional Development Schools, New Orleans, LA.
2012 Presentations
- Burns, R. W., & Badiali, B. (2012, October). Conceptualizing supervision in a PDS context. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, Asheville, NC.
- Jacobs, J., Burns, R. W., & Yendol-Hoppey, D. (2012, October). Supervision in a climate of accountability: Understanding educators’ experiences with professional learning. Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, Asheville, NC.
Let’s advance the conversation.
Connect about research, scholarly collaboration, and school-university partnerships.