|
Showing 1 - 8 of
8 matches in All Departments
For decades teacher education researchers, organizations, and
policy makers have called for improving teacher education by
creating clinically based preparation programs (e.g. CAEP, 2013;
Goodlad, 1990; Holmes, 1986, 1995; National Association for
Professional Development Schools, 2008; National Council for the
Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990).
According to the NCATE Blue Ribbon Report (2010), this approach
requires extensive opportunities for prospective teachers to
connect and apply what they learn from school and university based
teacher educators. Similar to preparing medical professionals,
clinical practice in teacher education requires the complex and
time intensive work of supporting teacher candidate ability to link
theory, research, and practice as well as on-going inquiry into
best pedagogical practices. Therefore, clinically intensive
programs expect prospective teachers to blend practitioner and
academic knowledge throughout their programs as ""they learn by
doing"" (NCATE, 2010, p.ii). However, most of the literature to
date on clinical practice has been conceptual and often relies on
describing program design. The purpose of this book is move past
description to study and understand what teacher education programs
are learning from research about innovative clinical models of
teacher education. Each book chapter highlights research about how
programs are studying a variety of outcomes of clinical practice.
After an introductory chapter that helps to define and situate
clinical practice in teacher education, the book is organized into
four sections: (1) Outcomes of New Roles, (2) Outcomes of New
Practices, (3) Outcomes of New Coursework/Fieldwork Configurations,
and (4) Outcomes of New Program Configurations. The book wraps up
with a discussion that looks across the chapters to find common
themes, share implications for teacher educators, and set the
course for future research.
This book provides illustrations of urban school-university
partnerships recognized by the Shirley Schwartz Award of Council of
Great City Schools. The authors share their work by blending
practitioner and researcher voices to offer other school and
university based educators, policy makers, and foundation
leadership potential solutions to the complex problem of preparing
educators and enhancing teaching within urban schools. In each
chapter, the authors describe their urban partnership story, the
greatest challenges they faced, how they responded to those
challenges, and evidence of impact. Given that each partnership is
unique, the authors conclude each chapter by offering a set of
questions for discussion. This book serves as an excellent resource
for educators interested in establishing urban school-university
partnerships that improve educator quality, strengthen the pipeline
of urban educators, and expand Pk-12 students' learning
experiences. The book is divided into three sections: (1) Teacher
Candidate Preparation, (2) Teacher Professional Development, and
(3) Principal Development.
Today, in many contexts the lack of attention to preparing the next
generation of teacher educators as well as having a critical mass
of faculty who understand the current teacher education research
problem lingers. Although the NCATE Blue Ribbon Panel Report
(2010), the recent advent of the CAEP standards, and the new AACTE
Clinical Practice Commission Report (2017) challenge those
responsible for teacher preparation to rethink the design as well
as their work within clinical practice, there is much too little
discussion about how to prepare the next generation of teacher
educators to work differently. Just like Zeichner found almost 20
years ago, teacher education still too often remains "a tangential
concern for most and the major concern of only a few" (Ziechner,
1999, p. 11). These concerns raise important questions for those
who are currently responsible for pivoting, reinventing, and
researching teacher preparation. This book offers insights from
teacher education researchers that illustrate the ongoing benefits
and persistent challenges of educating and preparing university and
school-based teacher educators. This is an important step in
understanding the complex roles, practices, and responsibilities
associated with high quality teacher education that emphasizes
clinical practice.
Teachers are the single most important element in helping every
child succeed in school. Action Research for Teacher Candidates has
been written in the hopes of equipping teachers-in-training with
the skills needed for action research: a process that leads to
focused, effective, and responsive strategies that help students
succeed. Robert P. Pelton is also the author of Making Classroom
Inquiry Work: Techniques for Effective Action Research, which is
designed to serve those who wish to delve deeper into their action
research or as leaders in teacher research and reflective practice.
These two books serve as both a perfect training curriculum for
pre-service teachers at the undergraduate or graduate level and as
an excellent vehicle for professional development for in-service
teachers.
Teachers are the most essential element in a child's success in
school. Action Research for Teacher Candidates provides
teachers-in-training with the skills needed for action research: a
process that leads to focused, responsive, and effective methods
that generate success in school for both teachers and students.
This book provides a formula for data-driven results. It details a
process ensuring high-level student achievement.
Today, in many contexts the lack of attention to preparing the next
generation of teacher educators as well as having a critical mass
of faculty who understand the current teacher education research
problem lingers. Although the NCATE Blue Ribbon Panel Report
(2010), the recent advent of the CAEP standards, and the new AACTE
Clinical Practice Commission Report (2017) challenge those
responsible for teacher preparation to rethink the design as well
as their work within clinical practice, there is much too little
discussion about how to prepare the next generation of teacher
educators to work differently. Just like Zeichner found almost 20
years ago, teacher education still too often remains "a tangential
concern for most and the major concern of only a few" (Ziechner,
1999, p. 11). These concerns raise important questions for those
who are currently responsible for pivoting, reinventing, and
researching teacher preparation. This book offers insights from
teacher education researchers that illustrate the ongoing benefits
and persistent challenges of educating and preparing university and
school-based teacher educators. This is an important step in
understanding the complex roles, practices, and responsibilities
associated with high quality teacher education that emphasizes
clinical practice.
For decades teacher education researchers, organizations, and
policy makers have called for improving teacher education by
creating clinically based preparation programs (e.g. CAEP, 2013;
Goodlad, 1990; Holmes, 1986, 1995; National Association for
Professional Development Schools, 2008; National Council for the
Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990).
According to the NCATE Blue Ribbon Report (2010), this approach
requires extensive opportunities for prospective teachers to
connect and apply what they learn from school and university based
teacher educators. Similar to preparing medical professionals,
clinical practice in teacher education requires the complex and
time intensive work of supporting teacher candidate ability to link
theory, research, and practice as well as on-going inquiry into
best pedagogical practices. Therefore, clinically intensive
programs expect prospective teachers to blend practitioner and
academic knowledge throughout their programs as ""they learn by
doing"" (NCATE, 2010, p.ii). However, most of the literature to
date on clinical practice has been conceptual and often relies on
describing program design. The purpose of this book is move past
description to study and understand what teacher education programs
are learning from research about innovative clinical models of
teacher education. Each book chapter highlights research about how
programs are studying a variety of outcomes of clinical practice.
After an introductory chapter that helps to define and situate
clinical practice in teacher education, the book is organized into
four sections: (1) Outcomes of New Roles, (2) Outcomes of New
Practices, (3) Outcomes of New Coursework/Fieldwork Configurations,
and (4) Outcomes of New Program Configurations. The book wraps up
with a discussion that looks across the chapters to find common
themes, share implications for teacher educators, and set the
course for future research.
This book provides illustrations of urban school-university
partnerships recognized by the Shirley Schwartz Award of Council of
Great City Schools. The authors share their work by blending
practitioner and researcher voices to offer other school and
university based educators, policy makers, and foundation
leadership potential solutions to the complex problem of preparing
educators and enhancing teaching within urban schools. In each
chapter, the authors describe their urban partnership story, the
greatest challenges they faced, how they responded to those
challenges, and evidence of impact. Given that each partnership is
unique, the authors conclude each chapter by offering a set of
questions for discussion. This book serves as an excellent resource
for educators interested in establishing urban school-university
partnerships that improve educator quality, strengthen the pipeline
of urban educators, and expand Pk-12 students' learning
experiences. The book is divided into three sections: (1) Teacher
Candidate Preparation, (2) Teacher Professional Development, and
(3) Principal Development.
|
You may like...
Personal Shopper
Kristen Stewart, Nora von Waldstätten, …
DVD
R86
Discovery Miles 860
|