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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.
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Autorenporträt
Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher Education at the University of Missouri-Kansas City, USA.
Inhaltsangabe
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
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
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