Teaching, Learning, and Leading with Schools and Communities (inbunden)
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Teaching, Learning, and Leading with Schools and Communities (inbunden)

Teaching, Learning, and Leading with Schools and Communities

Field-Based Teacher Education

Inbunden Engelska, 2018-10-05
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Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students' learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.
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Amy J. Heineke is Associate Professor of Bilingual and Bicultural Education at Loyola University Chicago, USA. Ann Marie Ryan is Associate Professor of Teaching and Learning at Loyola University Chicago, USA.


Part I: Foundations & Frameworks Chapter 1 Innovation and Collaboration in Teacher Education Ann Marie Ryan Chapter 2 Framing our Approach to Teacher Education: Sociocultural Theory and the Field-based Apprenticeship Model Kristin Davin & Ali Kushki Chapter 3 Using Backward Design to Prepare Effective Teachers for the 21st Century Amy J. Heineke Part II: Mutually Beneficial Partnerships Chapter 4 Realizing Mutual Benefits through Partnering on Teaching and Learning: Loyola, Senn High School, and the International Baccalaureate Charles Tocci & David Gregg Chapter 5 Situating Work in Parochial Schools: Partnerships with Catholic Schools to Prepare Teachers Michelle P. Lia, Lorraine A. Ozar, Erika L. Mickelburgh, & Kathleen Lee Chapter 6 Introductions to Informal Learning: Museums and Cultural Instructions as Partners in Field-based Teacher Education Lara K. Smetana, Amy Bedford, Jenna Carlson, Megan Clark, Kyla Cook, Colleen Incandela, Heidi Moisan, Heidi A. Rouleau, & Stephanie Stecz Chapter 7 Data-based Decision Making across Educational Stakeholders and Systems: Avoiding the Pitfalls of Being Data-driven through Productive Partnerships That Can Support Educational Equity Sabina Rak Neugebauer, Diane Morrison, Vicky Karahalios, Jessica Kibblewhite, Abby Weinstein, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, & Carly Tindall Part III: Curriculum, Instruction, & Assessment Chapter 8 Preparing All Teachers for Inclusive Classrooms: Teacher Expertise for Diverse Learners Sarah Cohen, Elina Giatsou, Amanda Roudebush, & Amy J. Heineke Chapter 9 Teacher Candidates' Reflections on Literacy Pedagogy and Practices in Authentic Classroom Experiences Aimee Papola-Ellis, Jenna Nelson, & Jane M. Hunt Chapter 10 Learning to Teach International Mindedness: Being and Becoming Teachers in Communities of Practice Seungho Moon, Kathleen Castillo-Clark, Kathleen Lee, Ann Marie Ryan, Taneal Sanders, & Jillian Estanich Chapter 11 Embedding Inclusive Early Childhood Teacher Education Across a Continuum of Teacher Development Adam S. Kennedy & Anna Lees Chapter 12 Teacher Candidates' Development of Dispositions for the Profession David C. Ensminger, Kimberly S. Thier, & Robbie Jones Part IV: Macro-level Practice & Policy Chapter 13 Iterative Design and Implementation of Teacher Education: Refining our Work Moving Forward Eilene A. Edejer & Adam S. Kennedy Chapter 14 Teaching, Learning, and Leading with Schools and Communities: Teacher Education Policy for the 21st Century Terri D. Pigott & David P. Prasse