Etta R Hollins
Rethinking Field Experiences in Preservice Teacher Preparation
Meeting New Challenges for Accountability
Etta R Hollins
Rethinking Field Experiences in Preservice Teacher Preparation
Meeting New Challenges for Accountability
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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 in ways that result in a positive impact on learning for traditionally underserved students.
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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 in ways that result in a positive impact on learning for traditionally underserved students.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 254
- Erscheinungstermin: 27. März 2015
- Englisch
- Abmessung: 231mm x 150mm x 20mm
- Gewicht: 431g
- ISBN-13: 9781138823853
- ISBN-10: 1138823856
- Artikelnr.: 41748702
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 254
- Erscheinungstermin: 27. März 2015
- Englisch
- Abmessung: 231mm x 150mm x 20mm
- Gewicht: 431g
- ISBN-13: 9781138823853
- ISBN-10: 1138823856
- Artikelnr.: 41748702
Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher Education at the University of Missouri-Kansas City, USA.
Preface
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of
Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical
Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional
Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge,
Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne,
Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of
Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza
Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional
Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in
Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall
and Meredith Ludwig
About the Contributors
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of
Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical
Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional
Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge,
Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne,
Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of
Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza
Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional
Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in
Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall
and Meredith Ludwig
About the Contributors
Preface
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of
Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical
Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional
Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge,
Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne,
Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of
Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza
Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional
Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in
Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall
and Meredith Ludwig
About the Contributors
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of
Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical
Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional
Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge,
Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne,
Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of
Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza
Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional
Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in
Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall
and Meredith Ludwig
About the Contributors