James W. Fraser is a professor of history and education at New York University. He is the author or editor of twelve books, including Between Church and State: Religion and Public Education in a Multicultural America and Teach: A Question of Teaching. Lauren Lefty is a doctoral candidate in the History of Education program at New York University.

Fraser and Lefty tell a coherent and compelling story about work at places like Stanford to rethink university-based teacher education. In telling that story, they also highlight reform efforts inside institutions that are all too often overlooked—places like Montclair State, in New Jersey and the University of Indianapolis . . . meticulous readers will pick up on the old divide between policy and politics. Policy is cold and dispassionate—what works is what wins. But politics isn't like that. The story Fraser and Lefty tell is one that overflows with both.—Jack Schneider, University of Massachusetts, Lowell, History of Education Quarterly

• Foreword, by Arthur Levine Acknowledgments Introduction: Considering the Future of Teacher Preparation in Light of the Past Chapter 1. The Emergence of Alternative Routes to Teaching Chapter 2. Transforming University Programs Chapter 3. The New Hybrids Conclusion: Lessons Learned Notes Index

James W. Fraser is a professor of history and education at New York University. He is the author or editor of twelve books, including Between Church and State: Religion and Public Education in a Multicultural America and Teach: A Question of Teaching. Lauren Lefty is a doctoral candidate in the History of Education program at New York University.

Fraser and Lefty tell a coherent and compelling story about work at places like Stanford to rethink university-based teacher education. In telling that story, they also highlight reform efforts inside institutions that are all too often overlooked—places like Montclair State, in New Jersey and the University of Indianapolis . . . meticulous readers will pick up on the old divide between policy and politics. Policy is cold and dispassionate—what works is what wins. But politics isn't like that. The story Fraser and Lefty tell is one that overflows with both.—Jack Schneider, University of Massachusetts, Lowell, History of Education Quarterly

• Foreword, by Arthur Levine Acknowledgments Introduction: Considering the Future of Teacher Preparation in Light of the Past Chapter 1. The Emergence of Alternative Routes to Teaching Chapter 2. Transforming University Programs Chapter 3. The New Hybrids Conclusion: Lessons Learned Notes Index

James W. Fraser is a professor of history and education at New York University. He is the author or editor of twelve books, including Between Church and State: Religion and Public Education in a Multicultural America and Teach: A Question of Teaching. Lauren Lefty is a doctoral candidate in the History of Education program at New York University.

Fraser and Lefty tell a coherent and compelling story about work at places like Stanford to rethink university-based teacher education. In telling that story, they also highlight reform efforts inside institutions that are all too often overlooked—places like Montclair State, in New Jersey and the University of Indianapolis . . . meticulous readers will pick up on the old divide between policy and politics. Policy is cold and dispassionate—what works is what wins. But politics isn't like that. The story Fraser and Lefty tell is one that overflows with both.—Jack Schneider, University of Massachusetts, Lowell, History of Education Quarterly

• Foreword, by Arthur Levine Acknowledgments Introduction: Considering the Future of Teacher Preparation in Light of the Past Chapter 1. The Emergence of Alternative Routes to Teaching Chapter 2. Transforming University Programs Chapter 3. The New Hybrids Conclusion: Lessons Learned Notes Index