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For the past decade in the United States, elementary principals
have faced increased scrutiny. Student performance regardless of
student experiences, district funding practices, or societal
factors have been the responsibility of the principal. In a similar
fashion, teachers have been ridiculed and scorned. As a result,
principals are left trying to create positive school culture,
evaluate teacher performance, and guide and support professional
development initiatives. In the meantime, teachers in many ways do
not see themselves as professionals, do not feel that they have
autonomy in their classrooms, and as a result may not have the same
joy that they once had. The goal of this guide is to assist
principals and school leaders to cultivate a school culture where
the principal is positioned as the literacy leader. This guide will
support principals to address, define, and create a literacy
culture. Most importantly, provide insight to support principals in
their quest to becoming primary individual responsible for bringing
joy to teaching and learning as part of building school culture.
For the past decade in the United States, elementary principals
have faced increased scrutiny. Student performance regardless of
student experiences, district funding practices, or societal
factors have been the responsibility of the principal. In a similar
fashion, teachers have been ridiculed and scorned. As a result,
principals are left trying to create positive school culture,
evaluate teacher performance, and guide and support professional
development initiatives. In the meantime, teachers in many ways do
not see themselves as professionals, do not feel that they have
autonomy in their classrooms, and as a result may not have the same
joy that they once had. The goal of this guide is to assist
principals and school leaders to cultivate a school culture where
the principal is positioned as the literacy leader. This guide will
support principals to address, define, and create a literacy
culture. Most importantly, provide insight to support principals in
their quest to becoming primary individual responsible for bringing
joy to teaching and learning as part of building school culture.
Teacher education programs and colleges of education face a
multilayered task of preparing teachers to teach in increasingly
divergent environments where children of color encompass a
significant number of urban school populations. Yet the teaching
force remains predominantly white, middle-income, monolingual, and
female. Compounding this complex issue, the racial and the
socio-economic makeup of many teacher education faculty mirrors the
teacher candidate population. The goal of this handbook is to offer
teacher educators a blue print for strengthening and extending
traditional literacy field experiences to include service-learning
components. As literacy teacher educators, Sulentic Dowell and
Meidl demonstrate how teacher education can be transformed to
include more authentic, meaningful, and preparatory field
experiences. Adding service-learning components expands teacher
education to more adequately prepare elementary education
candidates to meet children's needs in 21st century, urban
elementary classrooms. This handbook considers the need to redefine
and reconfigure teacher education in regards to literacy teaching
and learning.
Teacher education programs and colleges of education face a
multilayered task of preparing teachers to teach in increasingly
divergent environments where children of color encompass a
significant number of urban school populations. Yet the teaching
force remains predominantly white, middle-income, monolingual, and
female. Compounding this complex issue, the racial and the
socio-economic makeup of many teacher education faculty mirrors the
teacher candidate population. The goal of this handbook is to offer
teacher educators a blue print for strengthening and extending
traditional literacy field experiences to include service-learning
components. As literacy teacher educators, Sulentic Dowell and
Meidl demonstrate how teacher education can be transformed to
include more authentic, meaningful, and preparatory field
experiences. Adding service-learning components expands teacher
education to more adequately prepare elementary education
candidates to meet children's needs in 21st century, urban
elementary classrooms. This handbook considers the need to redefine
and reconfigure teacher education in regards to literacy teaching
and learning.
Productivity and Publishing: Writing Processes for New Scholars
& Researchers by Margaret-Mary Sulentic Dowell, Leah Katherine
Saal, Cynthia F. DiCarlo, and Tynisha D. Willingham takes the
challenges and confusion out of academic writing and journal
publishing by empowering readers to find the writing process that
works for them. Activities and writing exercises help readers
determine their research agendas, set realistic writing goals, ,
and follow time-tested and editor-approved processes for writing
and revising journal articles. Topics cover the writing and
publishing process from start to finish, addressing common issues
for new academics like avoiding the blank page, selecting an
appropriate journal, dealing with reviews, and leveraging your
research into multiple articles and a comprehensive research
agenda. Experts weigh in on crucial topics such as scholarly
metrics and exposure and offer a journal editor's perspective on
the writing and publishing process. Build your academic career on a
solid foundation with Productivity and Publishing.
Teacher education programs serve traditional and non-traditional
students and develop teachers to enter a range of teaching
environments. Approaching teacher education through community
involvement and learning objectives helps to effectively prepare
teachers to serve local and community needs. The Handbook of
Research on Service-Learning Initiatives in Teacher Education
Programs provides emerging research on the methods and techniques
for educators to strengthen their knowledge regarding the
intersection of service learning and field placements. While
highlighting topics, such as cultural competency, teacher
development, and multicultural education, this book explores the
benefits, challenges, and opportunities for employing community
service as the driving framework for field experiences. This
publication is a vital resource for practitioners, educators,
faculty, and administrators seeking current research on the
opportunity of field involvement to enhance teacher candidates'
experiences and provide a channel for meaningful learning.
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