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Analysis Of Higher Education Preservice Inner City Teacher Preparation Programs
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Book Synopsis Analysis of Higher Education Preservice Inner-city Teacher Preparation Programs by : William Fitzgerald Donny
Download or read book Analysis of Higher Education Preservice Inner-city Teacher Preparation Programs written by William Fitzgerald Donny and published by . This book was released on 1971 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rethinking Teacher Preparation Program Design by : Etta R. Hollins
Download or read book Rethinking Teacher Preparation Program Design written by Etta R. Hollins and published by Routledge. This book was released on 2021-05-30 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.
Book Synopsis Profiles of Preservice Teacher Education by : Kenneth R. Howey
Download or read book Profiles of Preservice Teacher Education written by Kenneth R. Howey and published by SUNY Press. This book was released on 1989-02-21 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors allow students and faculty to speak in their own voices to tell the story of how teachers are prepared for their important roles as educators of the nations children. This book provides in-depth, personal descriptions of how elementary teachers are prepared in six diverse schools and colleges of education, ranging from the program in a small liberal arts college to those embedded in major research-oriented universities. The richly woven descriptions (gained through intensive observations and interviews) provide a balanced picture of the situation and context of teacher education today. Howey and Zimpher conclude the descriptions with an insightful cross-institutional analysis of the problems and issues uncovered and suggest a provocative set of characteristics that appear to contribute to an effective program of teacher education.
Author :American Association of Colleges for Teacher Education Publisher : ISBN 13 :9780893331245 Total Pages :57 pages Book Rating :4.3/5 (312 download)
Book Synopsis RATE VII by : American Association of Colleges for Teacher Education
Download or read book RATE VII written by American Association of Colleges for Teacher Education and published by . This book was released on 1994-01-01 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Research About Teacher Education (RATE) project is an ongoing data collection effort to establish a reliable database about institutions of higher education where teachers are prepared, and about the faculty, students, and programs at these institutions. This study on the preparation of teachers in urban settings collected data from 230 teacher educators, 220 students, and 52 deans or heads of education in 58 teacher education programs in cities belonging to the Council of Great City Schools. The study examined: working conditions of teacher education faculty; relationships with preschool, elementary, and secondary schools; indices of program quality and capacity for further renewal; programming for teaching in an urban setting; college selection and career orientation of the student sample; academic achievement and related accomplishments; and laboratory, clinical, and field experiences. Results indicated that: (1) almost 55 percent of faculty respondents were female and 15 percent were nonwhite; (2) over a third of prospective teachers reported an "A" high school grade average; (3) over 90 percent of students rated their preparation above average; (4) 51 percent viewed their education courses as intellectually demanding as their noneducation courses; (5) education heads and faculty reported willingness by major urban districts to cooperate with them on teacher education matters; (6) many preservice teachers preferred not to teach in an inner-city context; and (7) further attrition and diminishment of what was a weak laboratory and clinical base in teacher preparation was found. Appendixes list institutions participating in the study and RATE Research Team members. (JDD)
Book Synopsis Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students by : Jennifer E. Carinci
Download or read book Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students written by Jennifer E. Carinci and published by IAP. This book was released on 2020-02-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Book Synopsis Articulating the Experiences and Perceptions of Graduates from an Inner City Field-based Teacher Preparation Program by : Cynthia L. Thompson
Download or read book Articulating the Experiences and Perceptions of Graduates from an Inner City Field-based Teacher Preparation Program written by Cynthia L. Thompson and published by . This book was released on 2015 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher preparation has been the center of educational reform in the United States for many years. A review of literature suggests that many universities are addressing the educational challenge of developing stronger teacher preparation programs by collaborating with neighborhood schools to implement field-based teacher preparation programs. However, little research is available to determine the effectiveness of field-based teacher preparation programs. In order to improve programs of this nature programs, it is pertinent to explore the experiences and perceptions of graduates who participated in the program. A number of recommendations for educational reform exist on the topic of teacher preparation, but much-needed research must be done on the experiences and perceptions of participants' in field-based teacher preparation programs. Current research on field-based teacher preparation suggests that there is a critical need to identify whether these programs prepare teachers adequately for the teaching profession. Previous research has suggested that it is critical to provide an interpretation of their subjectivities and to inform educational policymakers, state boards of education, schools of education and the wider educational community in the continued development of field-based teacher preparation programs nationwide.
Book Synopsis Breaking the Mold of Preservice and Inservice Teacher Education by : Audrey Cohan
Download or read book Breaking the Mold of Preservice and Inservice Teacher Education written by Audrey Cohan and published by R&L Education. This book was released on 2011-02-16 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.
Book Synopsis A Case for Change in Teacher Preparation by : Julie Gorlewski
Download or read book A Case for Change in Teacher Preparation written by Julie Gorlewski and published by Routledge. This book was released on 2021-08-19 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
Book Synopsis Rethinking Field Experiences in Preservice Teacher Preparation by : Etta R. Hollins
Download or read book Rethinking Field Experiences in Preservice Teacher Preparation written by Etta R. Hollins and published by Routledge. This book was released on 2015-03-12 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Book Synopsis Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education by : Araujo, Juan J.
Download or read book Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education written by Araujo, Juan J. and published by IGI Global. This book was released on 2021-12-17 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.
Book Synopsis The Impact the Education Professions Development Act, Part B, Subpart II Had on Preparing Teachers for the Economically Disadvantaged Students by : Clara Murphy Jennings
Download or read book The Impact the Education Professions Development Act, Part B, Subpart II Had on Preparing Teachers for the Economically Disadvantaged Students written by Clara Murphy Jennings and published by . This book was released on 1973 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Voices of Inquiry in Teacher Education by : Thomas S. Poetter
Download or read book Voices of Inquiry in Teacher Education written by Thomas S. Poetter and published by Routledge. This book was released on 2013-12-16 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.
Book Synopsis Preparing Preservice Teachers for Working with Linguistically Diverse Students by : Emily Evans Fanaeian
Download or read book Preparing Preservice Teachers for Working with Linguistically Diverse Students written by Emily Evans Fanaeian and published by . This book was released on 2018 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dramatic increases in the enrollment of linguistically diverse students within U.S. public schools coupled with increased expectations for all students to interact with complex texts, rich disciplinary language, and academic discourse features highlights an increasing need for repositioning language and language expertise in the classroom. Such changes signal a corresponding need for a paradigm shift within teacher preparation programs and capacity building amongst teacher educators. This qualitative, multi-case study investigates the efforts of five university-based teacher preparation programs across the U.S. selected as positive exemplars of diverse approaches to support teacher candidates' work with linguistically diverse students. Framed within a sociocultural paradigm, the study utilizes an ecological systems perspective and theories of dialogism to analyze the intersecting and overlapping social, political, and cultural factors which may influence program design, shape intentional supports for individual teacher educators, and impact the beliefs and practices of teacher candidates. Drawing upon ethnographic methods, data was sourced through four methods: 1) artifact collection of programmatic and public documents, 2) individual interviews with teacher education faculty and recent graduates, 3) observational field notes from visits to teacher education courses and K-12 classrooms, and 4) field notes and reflexive memos from campus visits. Findings describe multiple options for programs to support teacher candidate learning around teaching English learners (ELs), characterizing each approach not only by the particular programmatic structures required but also by the impact on demands for faculty autonomy, collaboration or shared expertise, connections with clinical experiences, and the resulting depth of candidate knowledge. Further, the analysis of institutional practices, structures, and resources available to support faculty learning and capacity building efforts for teacher educators at these institutions confirms the importance of developing teacher educator capacity to support the delivery of programmatic content related to language education. Lastly, the examination of data from recent graduates offers insights into the impact of both individual factors and planned learning experiences on graduates' professional practices supporting ELs, while exposing tensions between what programs prepare teachers to do and how this is actualized in schools.
Book Synopsis Preservice Teachers, Social Class, and Race in Urban Schools by : Andrea D. Lewis
Download or read book Preservice Teachers, Social Class, and Race in Urban Schools written by Andrea D. Lewis and published by Palgrave Pivot. This book was released on 2018-06-23 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.
Download or read book A Research Perspective written by Nan Li and published by IAP. This book was released on 2020-08-01 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: All educators in teacher education want to know what factors contribute to the academic success of undergraduate education majors or pre-service teachers. Teacher educators of eight universities across the state of South Carolina were determined to find out. This compilation is a result of their inquiry. The conclusions of this book are drawn from the contributors and each chapter helps expand teacher educator readers’ understanding and informs their practice as they work with initial certification students in educator preparation. A Research Perspective promotes the academic success of pre-service teachers by exploring common research questions posed to education majors of the eight universities in South Carolina. Ranging from historically Black to predominately White, from private to public universities across the state, these institutions serve a diverse body of students who described some insightful contributing factors and challenges to their success. The case scenario begins each chapter that provides contextual snapshots of the myriad choices and obstacles faced by pre-service teachers; the research narratives offer insightful analysis for teacher educators. Though written from the perspective of South Carolina, the lessons learned and recommendations for teacher education are relevant to any state. This is a must-read for all teacher educators interested in student success. This book is most interesting to members of teacher education organizations, especially the Association of Teacher Educators (ATE) and its 41 state and regional affiliates, including South Carolina Association of Teacher Educators (SCATE) and Southeast Regional Association of Teacher Educators (SRATE). It also has wide appeal to members of other professional organizations, such as National Association for Multicultural Education (NAME) and American Educational Research Association (AERA). Finally, it’s a good choice for professional learning communities of district personnel and classroom teachers since it provides insights that will strengthen mentoring and support systems provided to student teachers.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
