Accountability for student's education is a major topic in the news, but what about teacher education? The authors present a plan, supported by research and tested at a large urban campus, for redesigning the master's degree for practicing teachers program to address standards set forth by the National Board.
Accountability for student's education is a major topic in the news, but what about teacher education? The authors present a plan, supported by research and tested at a large urban campus, for redesigning the master's degree for practicing teachers program to address standards set forth by the National Board.
By Gary Galluzzo; Joan P. Isenberg; Stephen C. White and Rebecca K. Fox
Inhaltsangabe
Foreword Sharon Robinson Preface Part I. Tenets of Program Design Chapter 1: The Tenets of a New Kind Master's Degree in Education Chapter 2: Reconfiguring Programs in the University Context Chapter 3: Dilemmas with Program Design Chapter 4: Addressing Dilemmas and Sustained Challenges-Implementing the Big Ideas Part II. Evidence of Effectiveness Chapter 5: Evidence of Course Effectiveness Chapter 6: Evidence of Program Effectiveness Chapter 7: Evidence of Effectiveness: Portfolio of Program Pedagogy Part III. New Discourses Chapter 8: New Dimensions of Accountability Chapter 9: New Roles for Education Faculty Chapter 10: Looking Back and Looking Ahead Appendix A: ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment Activities Appendix B: Rubric for Multigenre Assignment Appendix C: Rubric for Integrative Case Study Appendix D: ASTL Core Self-Assessment Questionnaire Appendix E: Rubric for Culturally Focused Action Research Study Appendix F: The ASTL Professional Portfolio References Index About the Authors
Foreword Sharon Robinson Preface Part I. Tenets of Program Design Chapter 1: The Tenets of a New Kind Master's Degree in Education Chapter 2: Reconfiguring Programs in the University Context Chapter 3: Dilemmas with Program Design Chapter 4: Addressing Dilemmas and Sustained Challenges-Implementing the Big Ideas Part II. Evidence of Effectiveness Chapter 5: Evidence of Course Effectiveness Chapter 6: Evidence of Program Effectiveness Chapter 7: Evidence of Effectiveness: Portfolio of Program Pedagogy Part III. New Discourses Chapter 8: New Dimensions of Accountability Chapter 9: New Roles for Education Faculty Chapter 10: Looking Back and Looking Ahead Appendix A: ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment Activities Appendix B: Rubric for Multigenre Assignment Appendix C: Rubric for Integrative Case Study Appendix D: ASTL Core Self-Assessment Questionnaire Appendix E: Rubric for Culturally Focused Action Research Study Appendix F: The ASTL Professional Portfolio References Index About the Authors
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