Stroupe will be recognized by the American Association of Colleges for Teacher Education (AACTE) at the organization’s 67th Annual Meeting in Atlanta, Ga. at the end of February. This award is given annually to a dissertation that contributes to teacher education or has implications for educator preparation.
For his dissertation, Stroupe examined the learning, practice and classroom communities of five beginning secondary teachers for one year. He aimed to see what resources science teachers used when just starting in the field to help them shape their teaching. Additionally, he also investigated the communities and the practices created and curated by the teachers and their students. Findings for the research were gathered from four data sources, including requested or informal planning communication, observation, interviews and professional development sessions.
The dissertation, “Students Drive Where I Go Next: Ambitious Practice, Beginning Teacher Learning, And Classroom Epistemic Communities,” was judged based on its originality, organization and answers to a narrative summary, which asked questions pertaining to rationale, methodology and implications, among others.
“I am extremely honored to receive an award from AACTE,” Stroupe said. “I hope that my work adds to a growing body of research that aims to reclaim the narrative about the importance of teacher preparation in providing amazing learning opportunities for all students.”
Stroupe received his Ph.D. from the College of Education at the University of Washington where his dissertation previously won another award. The 2014 Gordon C. Lee Dissertation Award was presented to the dissertation deemed most deserving by the college.
He joined the MSU College of Education in 2013-14 and works in the Department of Teacher Education.