Etta R Hollins
Rethinking Field Experiences in Preservice Teacher Preparation
Meeting New Challenges for Accountability
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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.
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
- Seitenzahl: 236
- Erscheinungstermin: 13. April 2015
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 340g
- ISBN-13: 9781138823860
- ISBN-10: 1138823864
- Artikelnr.: 41750674
- Verlag: Taylor & Francis
- Seitenzahl: 236
- Erscheinungstermin: 13. April 2015
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 340g
- ISBN-13: 9781138823860
- ISBN-10: 1138823864
- Artikelnr.: 41750674
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