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What constitutes a high quality teacher education program and what
standards teacher candidates should meet before receiving their
teaching credential? This volume advances deep understanding of the
nature and sources of policy affecting the preparation of teachers
in the U.S. and the conflicts or interconnections of these policies
with the broader field of education policy. Contributions from
actors in the policy world and experts representing the
stakeholders are balanced and based on issues currently facing the
field. Policy is viewed as evolving and political. The connection
or lack thereof between policy and research is examined. Policy
case studies ground the principles developed within specific
chapters in practice and illustrate that policy questions and
solutions are continually evolving and unsettled. Chapter-end
commentaries by the editors relate the focus of each chapter to the
overarching themes of the book: policy formation, policy
influences, policy paradoxes, and connections to research. This
volume is an essential resource for understanding and resolving
today's uncertainty and confusion over teacher education policy.
Improving America's Schools Together: How District-University
Partnerships and Continuous ImprovementCan Transform Education is
the first definitive text on continuous improvement in school
district-university partnerships, covering improvement methods,
theory, research, and real cases across the country with practical
improvement tools that can be adapted to any setting. Through an
array of in-depth stories of district-university partnerships, the
book aims to demonstrate how improvement science—as a shared
method—can guide institutions of higher education and their local
education agency partners to enact the types of infrastructures
that foster leaders and educators capable of enhancing students’
learning outcomes and opportunity structures. Among other topics,
readers will benefit from reading about how these partnerships
developed course and program offerings for aspiring urban school
leaders centered on local problems of practice; strengthened
improvement capabilities within districts and schools; leveraged
improvement science to transform how teachers are professionally
supported; and spanned institutional boundaries through shared
tools, frameworks, and practices. Through rich stories and detailed
artifacts, including protocols, MOUs, and other practical tools,
the authors provide deep insight and practical guidance on the
mechanics of place-based, problem-focused, and improvement-minded
district-university partnerships. Readers can assess their
readiness and ability to work in such ways; identify the
constraining and enabling conditions in their locales; and
recognize the kinds of tools, resources, and strategies that allow
for mutually-beneficial collaborations.
Improving America's Schools Together: How District-University
Partnerships and Continuous ImprovementCan Transform Education is
the first definitive text on continuous improvement in school
district-university partnerships, covering improvement methods,
theory, research, and real cases across the country with practical
improvement tools that can be adapted to any setting. Through an
array of in-depth stories of district-university partnerships, the
book aims to demonstrate how improvement science—as a shared
method—can guide institutions of higher education and their local
education agency partners to enact the types of infrastructures
that foster leaders and educators capable of enhancing students’
learning outcomes and opportunity structures. Among other topics,
readers will benefit from reading about how these partnerships
developed course and program offerings for aspiring urban school
leaders centered on local problems of practice; strengthened
improvement capabilities within districts and schools; leveraged
improvement science to transform how teachers are professionally
supported; and spanned institutional boundaries through shared
tools, frameworks, and practices. Through rich stories and detailed
artifacts, including protocols, MOUs, and other practical tools,
the authors provide deep insight and practical guidance on the
mechanics of place-based, problem-focused, and improvement-minded
district-university partnerships. Readers can assess their
readiness and ability to work in such ways; identify the
constraining and enabling conditions in their locales; and
recognize the kinds of tools, resources, and strategies that allow
for mutually-beneficial collaborations.
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