The work of teacher education during student teaching typically takes place in two distinct "spaces": placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like "outsiders." To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that "third spaces" in combination with return-to-campus courses not only mitigates the peripherality of university supervisors, but also amplifies the influence of a teacher preparation program.

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This article examines the civic mission of Indian schools by applying four civic orientations for Indian citizenship ‐ liberalism, republicanism, ethno-nationalism and non-statism ‐ to Indian education policy. The findings indicate that no one civic orientation dominates; therefore, Indian schools ‐ at least at the policy level ‐ must take up some version of each orientation. This political landscape raises several open questions about how Indian schools can cultivate democratic people ‐ an important prerequisite to fulfilling the promise of Indian democracy.

This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri’s primary teacher education policy network actors led to confusion, conflict, and disagreement, which contributed to the abandonment of the MoPTA as a policy prescription. Charting the rise and fall of Missouri’s high-stakes performance assessment provides important lessons for state education agencies, local school districts, and teacher education programs.