Clinically based teacher education in action :: cases from professional development schools /
"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 teachers for tomorrow's schools. Professional development schools (PDSs) have recently been cit...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2020]
|
| Schriftenreihe: | Research in professional development schools.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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 teachers for tomorrow's schools. Professional development schools (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That's why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically-Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward"-- |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781648020032 1648020038 |
Internformat
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| 245 | 0 | 0 | |a Clinically based teacher education in action : |b cases from professional development schools / |c Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida. |
| 260 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2020] | ||
| 300 | |a 1 online resource | ||
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| 490 | 1 | |a Research in professional development schools | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Cover -- Series page -- Clinically Based Teacher Education in Action -- Library of Congress Cataloging-in-Publication Data -- Contents -- Series Foreword -- Foreword -- Introduction -- Acknowledgments -- CHAPTER 1: Integrating the Nine Essentials -- CHAPTER 2: Establishing a Comprehensive Mission (NAPDS Essential 1) -- CHAPTER 3: Actively Engaging Preservice Teachers (NAPDS Essential 2) -- CHAPTER 4: Providing Ongoing and Reciprocal Professional Development (NAPDS Essential 3) -- CHAPTER 5: Demonstrating a Shared Commitment to Innovative and Reflective Practice (NAPDS Essential 4) | |
| 505 | 8 | |a CHAPTER 6: Conducting Deliberate Investigations of Practice (NAPDS Essential 5) -- CHAPTER 7: Developing Articulated Agreements (NAPDS Essential 6) -- CHAPTER 8: Building Structures for Governance, Reflection, and Collaboration (NAPDS Essential 7) -- CHAPTER 9: Designing Boundary Spanning Roles (NAPDS Essential 8) -- CHAPTER 10: Creating Dedicated and Shared Resources and Structures for Recognition (NAPDS Essential 9) -- CHAPTER 11: Committing to Equity and Social Justice -- CHAPTER 12: Looking Across the Chapters -- Appendices -- References -- About the Editors -- About the Contributors | |
| 520 | |a "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 teachers for tomorrow's schools. Professional development schools (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That's why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically-Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward"-- |c Provided by publisher. | ||
| 650 | 0 | |a Teachers |x Training of |z United States. |0 http://id.loc.gov/authorities/subjects/sh85133001 | |
| 650 | 0 | |a Teachers |x In-service training |z United States. | |
| 650 | 0 | |a Career development |z United States. | |
| 650 | 0 | |a Mentoring in education |z United States. | |
| 650 | 6 | |a Enseignants |x Formation |z États-Unis. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi |z États-Unis. | |
| 650 | 6 | |a Plan de carrière |z États-Unis. | |
| 650 | 6 | |a Mentorat en éducation |z États-Unis. | |
| 650 | 7 | |a Career development |2 fast | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Garin, Eva, |e editor. | |
| 700 | 1 | |a Burns, Rebecca West, |e editor. | |
| 758 | |i has work: |a Clinically based teacher education in action (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG3pxB4f8MhxXx4fQhCHhb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 164802002X |z 9781648020025 |z 1648020011 |z 9781648020018 |w (OCoLC)1144764416 |
| 830 | 0 | |a Research in professional development schools. |0 http://id.loc.gov/authorities/names/no2008095965 | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1154611993 |
|---|---|
| _version_ | 1813901679648571392 |
| adam_text | |
| any_adam_object | |
| author2 | Garin, Eva Burns, Rebecca West |
| author2_role | edt edt |
| author2_variant | e g eg r w b rw rwb |
| author_facet | Garin, Eva Burns, Rebecca West |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1707 |
| callnumber-raw | LB1707 .C635 2020eb |
| callnumber-search | LB1707 .C635 2020eb |
| callnumber-sort | LB 41707 C635 42020EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Cover -- Series page -- Clinically Based Teacher Education in Action -- Library of Congress Cataloging-in-Publication Data -- Contents -- Series Foreword -- Foreword -- Introduction -- Acknowledgments -- CHAPTER 1: Integrating the Nine Essentials -- CHAPTER 2: Establishing a Comprehensive Mission (NAPDS Essential 1) -- CHAPTER 3: Actively Engaging Preservice Teachers (NAPDS Essential 2) -- CHAPTER 4: Providing Ongoing and Reciprocal Professional Development (NAPDS Essential 3) -- CHAPTER 5: Demonstrating a Shared Commitment to Innovative and Reflective Practice (NAPDS Essential 4) CHAPTER 6: Conducting Deliberate Investigations of Practice (NAPDS Essential 5) -- CHAPTER 7: Developing Articulated Agreements (NAPDS Essential 6) -- CHAPTER 8: Building Structures for Governance, Reflection, and Collaboration (NAPDS Essential 7) -- CHAPTER 9: Designing Boundary Spanning Roles (NAPDS Essential 8) -- CHAPTER 10: Creating Dedicated and Shared Resources and Structures for Recognition (NAPDS Essential 9) -- CHAPTER 11: Committing to Equity and Social Justice -- CHAPTER 12: Looking Across the Chapters -- Appendices -- References -- About the Editors -- About the Contributors |
| ctrlnum | (OCoLC)1154611993 |
| dewey-full | 370.71/1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71/1 |
| dewey-search | 370.71/1 |
| dewey-sort | 3370.71 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-10-25T15:50:44Z |
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| series2 | Research in professional development schools |
| spelling | Clinically based teacher education in action : cases from professional development schools / Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida. Charlotte, NC : Information Age Publishing, Inc., [2020] 1 online resource text txt rdacontent computer rdamedia online resource rdacarrier Research in professional development schools Includes bibliographical references. Cover -- Series page -- Clinically Based Teacher Education in Action -- Library of Congress Cataloging-in-Publication Data -- Contents -- Series Foreword -- Foreword -- Introduction -- Acknowledgments -- CHAPTER 1: Integrating the Nine Essentials -- CHAPTER 2: Establishing a Comprehensive Mission (NAPDS Essential 1) -- CHAPTER 3: Actively Engaging Preservice Teachers (NAPDS Essential 2) -- CHAPTER 4: Providing Ongoing and Reciprocal Professional Development (NAPDS Essential 3) -- CHAPTER 5: Demonstrating a Shared Commitment to Innovative and Reflective Practice (NAPDS Essential 4) CHAPTER 6: Conducting Deliberate Investigations of Practice (NAPDS Essential 5) -- CHAPTER 7: Developing Articulated Agreements (NAPDS Essential 6) -- CHAPTER 8: Building Structures for Governance, Reflection, and Collaboration (NAPDS Essential 7) -- CHAPTER 9: Designing Boundary Spanning Roles (NAPDS Essential 8) -- CHAPTER 10: Creating Dedicated and Shared Resources and Structures for Recognition (NAPDS Essential 9) -- CHAPTER 11: Committing to Equity and Social Justice -- CHAPTER 12: Looking Across the Chapters -- Appendices -- References -- About the Editors -- About the Contributors "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 teachers for tomorrow's schools. Professional development schools (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That's why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically-Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward"-- Provided by publisher. Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Teachers In-service training United States. Career development United States. Mentoring in education United States. Enseignants Formation États-Unis. Enseignants Formation en cours d'emploi États-Unis. Plan de carrière États-Unis. Mentorat en éducation États-Unis. Career development fast Mentoring in education fast Teachers In-service training fast Teachers Training of fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Garin, Eva, editor. Burns, Rebecca West, editor. has work: Clinically based teacher education in action (Text) https://id.oclc.org/worldcat/entity/E39PCG3pxB4f8MhxXx4fQhCHhb https://id.oclc.org/worldcat/ontology/hasWork Print version: 164802002X 9781648020025 1648020011 9781648020018 (OCoLC)1144764416 Research in professional development schools. http://id.loc.gov/authorities/names/no2008095965 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2399442 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2399442 Volltext |
| spellingShingle | Clinically based teacher education in action : cases from professional development schools / Research in professional development schools. Cover -- Series page -- Clinically Based Teacher Education in Action -- Library of Congress Cataloging-in-Publication Data -- Contents -- Series Foreword -- Foreword -- Introduction -- Acknowledgments -- CHAPTER 1: Integrating the Nine Essentials -- CHAPTER 2: Establishing a Comprehensive Mission (NAPDS Essential 1) -- CHAPTER 3: Actively Engaging Preservice Teachers (NAPDS Essential 2) -- CHAPTER 4: Providing Ongoing and Reciprocal Professional Development (NAPDS Essential 3) -- CHAPTER 5: Demonstrating a Shared Commitment to Innovative and Reflective Practice (NAPDS Essential 4) CHAPTER 6: Conducting Deliberate Investigations of Practice (NAPDS Essential 5) -- CHAPTER 7: Developing Articulated Agreements (NAPDS Essential 6) -- CHAPTER 8: Building Structures for Governance, Reflection, and Collaboration (NAPDS Essential 7) -- CHAPTER 9: Designing Boundary Spanning Roles (NAPDS Essential 8) -- CHAPTER 10: Creating Dedicated and Shared Resources and Structures for Recognition (NAPDS Essential 9) -- CHAPTER 11: Committing to Equity and Social Justice -- CHAPTER 12: Looking Across the Chapters -- Appendices -- References -- About the Editors -- About the Contributors Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Teachers In-service training United States. Career development United States. Mentoring in education United States. Enseignants Formation États-Unis. Enseignants Formation en cours d'emploi États-Unis. Plan de carrière États-Unis. Mentorat en éducation États-Unis. Career development fast Mentoring in education fast Teachers In-service training fast Teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85133001 |
| title | Clinically based teacher education in action : cases from professional development schools / |
| title_auth | Clinically based teacher education in action : cases from professional development schools / |
| title_exact_search | Clinically based teacher education in action : cases from professional development schools / |
| title_full | Clinically based teacher education in action : cases from professional development schools / Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida. |
| title_fullStr | Clinically based teacher education in action : cases from professional development schools / Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida. |
| title_full_unstemmed | Clinically based teacher education in action : cases from professional development schools / Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida. |
| title_short | Clinically based teacher education in action : |
| title_sort | clinically based teacher education in action cases from professional development schools |
| title_sub | cases from professional development schools / |
| topic | Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Teachers In-service training United States. Career development United States. Mentoring in education United States. Enseignants Formation États-Unis. Enseignants Formation en cours d'emploi États-Unis. Plan de carrière États-Unis. Mentorat en éducation États-Unis. Career development fast Mentoring in education fast Teachers In-service training fast Teachers Training of fast |
| topic_facet | Teachers Training of United States. Teachers In-service training United States. Career development United States. Mentoring in education United States. Enseignants Formation États-Unis. Enseignants Formation en cours d'emploi États-Unis. Plan de carrière États-Unis. Mentorat en éducation États-Unis. Career development Mentoring in education Teachers In-service training Teachers Training of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2399442 |
| work_keys_str_mv | AT garineva clinicallybasedteachereducationinactioncasesfromprofessionaldevelopmentschools AT burnsrebeccawest clinicallybasedteachereducationinactioncasesfromprofessionaldevelopmentschools |