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Working together : enhancing urban teacher quality though school-university partnerships
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ISBN: 1681237326 Year: 2017 Publisher: Charlotte, North Carolina : Information Age Publishing, Inc.,

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Outcomes of high-quality clinical practice in teacher education
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ISBN: 1641133775 9781641133777 9781641133760 9781641133753 1641133767 Year: 2018 Publisher: Charlotte, NC : Information Age Publishing, Inc.,

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"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"--


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The Reflective Education Guide to Classroom Research : Learning to Teach and Teaching to Learn through Practitioner Inquiry
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ISBN: 9781412966566 Year: 2009 Publisher: [S.l.] : Corwin Press,

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The Reflective Education Guide to Classroom Research : Learning to Teach and Teaching to Learn through Practitioner Inquiry /Facilitator's Guide
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ISBN: 9781412966542 Year: 2009 Publisher: [S.l.] : Corwin Press,

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Powerful professional development : building expertise within the four walls of your school.
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ISBN: 9781412979757 Year: 2010 Publisher: Thousand Oaks Corwin

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The PLC book
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ISBN: 1506300707 150632634X 1506338402 148339431X 9781506300702 9781506326344 9781506338408 9781483394312 Year: 2016 Publisher: Thousand Oaks, California : Corwin, a SAGE company,

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The secret to your PLC's success? You. Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the team--and that makes all the difference for your students. Unlike other PLC resources, this book isn't just for leaders--it's designed to help every member of the team be a driving force for success. With it, you'll work together to *Give voice to important issues and dilemmas *Decide where to focus your work *Develop and implement a plan for gaining insight into your area of focus *Take action based on individual and collective learning *Share results with others outside the PLC Successful PLCs buzz with ...


Book
Powerful professional development : building expertise within the four walls of your school
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ISBN: 1452271275 1452209480 9781452271279 9781452209487 Year: 2010 Publisher: Thousand Oaks, Calif. ; London : Corwin,

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The authors provide a complete toolbox of school-based professional development (PD) strategies, with recommendations on which tools to use for different times and settings, guidelines for implementation, and extended examples of each tool in action for a full spectrum of proven, cost-effective PD models.


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The reflective educator's guide to classroom research : learning to teach and teaching to learn through practitioner inquiry
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ISBN: 9781483331980 Year: 2014 Publisher: California Sage

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Preparing the next generation of teacher educators for clinical practice
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ISBN: 1641136162 9781641136167 9781641136143 9781641136150 Year: 2019 Publisher: Charlotte, NC

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"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, many teacher education faculty do not work beyond "their duty of teaching a course" (Ziechner, 1999, p. 11) and there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Teacher education too often remains "a tangential concern for most and the major concern of only a few" (p.11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. Indeed, the literature lacks important attention to the preparation of teacher educators. 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"--

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