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Teacher education has long relied on locally-developed assessments
that lack reliability and validity. Rigorous performance-based
assessments for preservice teachers have been advanced as one
possible way to ensure that all students receive instruction from a
high-quality teacher. Recently, performance-basedassessments have
been developed which focus on the application of knowledge of
teaching and learning in a classroom setting. Our book explores
factors related to the implementation of teacher performance
assessments in varying state and institutional contexts. The
contributors, teacher educators from across the country, focus on
what was learned from inquiries conducted using diverse
methodologies (quantitative, qualitative, self-studies, and mixed
methods). Their research encompassed faculty, supervisors,
cooperating teachers, and students' perceptions and concerns of
teacher performance assessments, case studies of curricular reform
and/or resistance, analyses of experiences and needs as a result of
the adoption of such assessments, and examinations of the results
of program alignment and reform. The chapters showcase experiences
which occurred during high-stakes situations, in implementation
periods prior to high-stakes adoption, and in contexts where
programs adopted performance assessments as an institutional policy
rather than as a result of a state-wide mandate.
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."
This volume offers a unique glimpse into the teaching approaches
and thinking of a wide range of well-known literacy researchers,
and the lessons they have learned from their own teaching lives.
The contributors teach in a variety of universities, programs, and
settings. Each shares an approach he or she has used in a course,
and introduces the syllabus for this course through personal
reflections that give the reader a sense of the theories, prior
experiences, and influential authors that have shaped their own
thoughts and approaches. In addition to describing the nature of
their students and the program in which the course is taught, many
authors also share key issues with which they have grappled over
the years while teaching their course; others discuss
considerations that were relevant during the preparation of this
particular syllabus or describe how it evolved in light of student
input. The book is organized by areas within literacy education:
reading; English/language arts; literature; emergent literacy;
content-area literacy; literacy assessment and instruction;
literacy and technology; and inquiries into literacy, theory, and
classroom practice. It is accompanied by an interactive Web site:
http://msit.gsu.edu/handbook. This online resource provides
additional information about the authors' courses including
complete syllabi, recommended readings, grading rubrics, and sample
assignments. Readers are invited to respond and contribute their
own syllabi and teaching experiences to the discourse generated by
the volume.
This volume offers a unique glimpse into the teaching approaches
and thinking of a wide range of well-known literacy researchers,
and the lessons they have learned from their own teaching lives.
The contributors teach in a variety of universities, programs, and
settings. Each shares an approach he or she has used in a course,
and introduces the syllabus for this course through personal
reflections that give the reader a sense of the theories, prior
experiences, and influential authors that have shaped their own
thoughts and approaches. In addition to describing the nature of
their students and the program in which the course is taught, many
authors also share key issues with which they have grappled over
the years while teaching their course; others discuss
considerations that were relevant during the preparation of this
particular syllabus or describe how it evolved in light of student
input.
The book is organized by areas within literacy education: reading;
English/language arts; literature; emergent literacy; content-area
literacy; literacy assessment and instruction; literacy and
technology; and inquiries into literacy, theory, and classroom
practice. It is accompanied by an interactive Web site: http:
//msit.gsu.edu/handbook. This online resource provides additional
information about the authors' courses including complete syllabi,
recommended readings, grading rubrics, and sample assignments.
Readers are invited to respond and contribute their own syllabi and
teaching experiences to the discourse generated by the
volume.
Teacher education has long relied on locally-developed assessments
that lack reliability and validity. Rigorous performance-based
assessments for preservice teachers have been advanced as one
possible way to ensure that all students receive instruction from a
high-quality teacher. Recently, performance-basedassessments have
been developed which focus on the application of knowledge of
teaching and learning in a classroom setting. Our book explores
factors related to the implementation of teacher performance
assessments in varying state and institutional contexts. The
contributors, teacher educators from across the country, focus on
what was learned from inquiries conducted using diverse
methodologies (quantitative, qualitative, self-studies, and mixed
methods). Their research encompassed faculty, supervisors,
cooperating teachers, and students' perceptions and concerns of
teacher performance assessments, case studies of curricular reform
and/or resistance, analyses of experiences and needs as a result of
the adoption of such assessments, and examinations of the results
of program alignment and reform. The chapters showcase experiences
which occurred during high-stakes situations, in implementation
periods prior to high-stakes adoption, and in contexts where
programs adopted performance assessments as an institutional policy
rather than as a result of a state-wide mandate.
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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