A volume in Readings in Educational ThoughtSeries Editors Andrew J. Milson, Chara Haeussler Bohan,Perry L. Glanzer and J. Wesley NullClinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher educationin urban school systems serving culturally and linguistically diverse populations. The labor intensive nature ofprofessional development school work has resulted in research institutions being slow to fully adopt a clinical teachereducation Professional Development School (PDS) network approach across the entirety of their teacher preparationprograms. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectationsof publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involvedin a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation anddevelopment, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysisof 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 universityand public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, WilliamCurlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, LauraSmith, 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 thefollowing 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 andInsights of Professional Development School Boundary Spanners," Chapter 4, "Possibilities for Clinical TeacherEducation: 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 theNCATE PDS Standards, " Chapter 6, "Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDSNetwork," Chapter 7, "An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups withAnchor Action Research," Chapter 8, "Making a Difference in Teacher Development and High Quality Teaching,"and Chapter 9, "Partnership Building in a Context of Change."
A volume in Readings in Educational ThoughtSeries Editors Andrew J. Milson, Chara Haeussler Bohan,Perry L. Glanzer and J. Wesley NullClinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher educationin urban school systems serving culturally and linguistically diverse populations. The labor intensive nature ofprofessional development school work has resulted in research institutions being slow to fully adopt a clinical teachereducation Professional Development School (PDS) network approach across the entirety of their teacher preparationprograms. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectationsof publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involvedin a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation anddevelopment, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysisof 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 universityand public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, WilliamCurlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, LauraSmith, 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 thefollowing 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 andInsights of Professional Development School Boundary Spanners," Chapter 4, "Possibilities for Clinical TeacherEducation: 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 theNCATE PDS Standards, " Chapter 6, "Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDSNetwork," Chapter 7, "An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups withAnchor Action Research," Chapter 8, "Making a Difference in Teacher Development and High Quality Teaching,"and Chapter 9, "Partnership Building in a Context of Change."
Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers'...
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality...
Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university...
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,...
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