A volume in Readings in Educational Thought Series Editors Andrew
J. Milson, Chara Haeussler Bohan, Perry L. Glanzer and J. Wesley
Null Clinical Teacher Education focuses on how to build a
school-university partnership network for clinical teacher
education in urban school systems serving culturally and
linguistically diverse populations. The labor intensive nature of
professional development school work has resulted in research
institutions being slow to fully adopt a clinical teacher education
Professional Development School (PDS) network approach across the
entirety of their teacher preparation programs. Faculty have often
been hesitant to commit to such models in light of the demands of
institutional expectations of publish or perish. In this book,
faculty, researchers, and administrators from academia and from
public schools involved in a clinical teacher education PDS network
discuss their commitment to collaborative clinical teacher
preparation and development, and to inquiry in PDS initiatives in
urban schools. Clinical Teacher Education serves as an in-depth
analysis of the strengths and challenges of establishing
school-university networks in metropolitan environments. Many
experienced and noteworthy authors contributed to Clinical Teacher
Education. The authors hold various administrative and faculty
positions in both university and public school settings. In
addition to editors Chara Bohan and Joyce Many, chapter authors
include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault,
William Curlette, Kezia McNeal Curry, Julie Dangel, Mary Deming,
Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August
Ogletree, Susan Ogletree, Laura Smith, Susan Swars, Dee Taylor and
Brian Williams. In addition, the chapters address a host of issues
that arise when working in a large, urban school-university
clinical teacher education network. Nine chapters include the
following topics: Chapter 1, "Understanding the Complexities
Inherent in Large Scale Implementation of the PDS Model by an Urban
Research Institution," Chapter 2, "Professional Development
Schools: History, Development, and Content Research," Chapter 3,
"The Work and Insights of Professional Development School Boundary
Spanners," Chapter 4, "Possibilities for Clinical Teacher
Education: Four Stories of Field-based Courses Taught at
Professional Development School Sites," Chapter 5, "Examining PDS
Partnerships with Survey Items: Assessing Perception of Fidelity of
Implementation Using the NCATE PDS Standards, " Chapter 6,
"Integrating Inquiry in Clinical Teacher Education Initiatives
Across a PDS Network," Chapter 7, "An Approach to Increasing
Student Achievement: Teacher-Intern-Professor Groups with Anchor
Action Research," Chapter 8, "Making a Difference in Teacher
Development and High Quality Teaching," and Chapter 9, "Partnership
Building in a Context of Change."
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