Strebel wins Outstanding Book Award

March 26, 2013

Carine Strebel

Carine Strebel poses with her Outstanding Book Award.

Carine Strebel was awarded the 2013 Outstanding Book Award from The American Association of Colleges for Teacher Education (AACTE). Strebel, a visiting assistant professor and coordinator for English as a second language in the Stetson University Department of Teacher Education, shares this award with editors Joyce Nutta and Kouider Mokhtari for their book, Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators.

The Outstanding Book Award recognizes exemplary books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. The AACTE is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 student learning.

“At a time when teacher education is being challenged to design innovative programs that prepare our future teachers to effectively teach today’s diverse student population, this book offers a framework to undertake the journey through interdisciplinary, collaborative efforts that benefit faculty and students alike,” said Karen Ryan, dean of the Stetson University College of Arts and Sciences. “The Stetson University community is proud that AACTE has recognized the significant contributions of Drs. Nutta, Mokhtari and Strebel to the field with this award.”

Carine Strebel

Outstanding Book Award winner.

According to the committee that judged the award, Strebel’s book “reinforces the profession’s sense of urgency to prepare teachers who have the knowledge, commitments and practices to meet the needs of English language learners in their classroom. The book provides a useful framework and programmatic model to guide conversations among teacher educators about how to redesign and reimagine courses and clinical experiences. It will inspire engaging and productive conversations among faculty in programs and across institutions to address this essential topic within their programs.”

by Sarah Taylor




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