Teacher Education Yearbook XXVI Building upon Inspirations and Aspirations with Hope, Courage, and Strength (häftad)
Häftad (Paperback / softback)
Antal sidor
Rowman & Littlefield
Gallavan, Nancy P. (ed.), Putney, Leann G. (ed.)
3 Tables, unspecified; 3 Illustrations, black and white
229 x 152 x 18 mm
468 g
Antal komponenter
23:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Gloss Lam
Teacher Education Yearbook XXVI Building upon Inspirations and Aspirations with Hope, Courage, and Strength (häftad)

Teacher Education Yearbook XXVI Building upon Inspirations and Aspirations with Hope, Courage, and Strength

Teacher Educators' Commitment to Today's Teachers and Tomorrow's Leaders

Häftad Engelska, 2018-12-15
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The Association of Teacher Educators (ATE) Teacher Education Yearbook XXVI is a second volume dedicated to building upon inspirations and aspirations with hope, courage, and strength relative to teacher educators' commitment to today's teachers and tomorrow's leaders. While the first volume, Yearbook XXV, presented chapters focused on teacher candidates and educator preparation programs, this second volume is focused on educational leadership in classrooms and schools. These chapters take us beyond the university classroom that involves teacher and administrator candidates and moves us into preK-12 classrooms and schools to see educational theory taken into practice.
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Nancy P. Gallavan, PhD, professor of Teacher Education in the Department of Teaching and Learning at the University of Central Arkansas, specializes in classroom assessments, cultural competence, social studies education, and internship supervision in their nationally recognized MAT Program. With 20 years of experience in K-12 education, 25 years of experience in higher education, and 180+ peer-reviewed publications across her areas of expertise, Nancy has received awards for teaching, service, and scholarship. Notably, Nancy served as the 2013-14 ATE President and was honored as a 2013 KDP Eleanor Roosevelt Legacy Chapter inaugural member and a 2016 ATE Distinguished Member. LeAnn G. Putney, PhD, is a full professor in educational psychology at UNLV. Her ethnographic and action research projects have focused on how teachers and students construct responsible communities for academic success in K-12 schools. She has examined teacher and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy can be developed and enhanced. She also co-authored A Vision of Vygotsky, a book on Vygotskian theories related to pedagogical principles for teachers. LeAnn co-founded Innovations International Charter School of NV (IICSN) and serves as Director of Research and Governing Body President.


Introduction Section I: Teachers and Teaching Section I: Introduction 1. What Teacher Candidates Believe About Teaching and Learning Nancy Caukin, Middle Tennessee State University 2. College Students' Perceptions of the Characteristics of Effective Teachers in Higher Education: The Students' Voice Leona M. Johnson, Hampton University 3. Analyzing Hope, Strength, and Courage to Enhance the Efficacy of Teacher Education Interns and Supervisors Nancy P. Gallavan, University of Central Arkansas and Jennifer P. Merritt, University of Central Arkansas 4. Collaboration: A Skill that must be Explicitly Taught Heather K. Dillard, Middle Tennessee State University 5. Field Experiences with Children of Trauma: Supporting Emotionally and Psychologically Injured Children (EPICs): Value Beyond Institutional Measure Jayne M. Leh, The Pennsylvania State University Berks Campus 6. Inspiring Teachers across the Professional Continuum through Collaborative Coaching and Lesson Study Jennifer M. Suh, George Mason University and Kim Dockery, Educational Consultant 7. Strengthening Culturally Responsive Teaching through Existing Professional Development School Partnerships Emily Reeves, Midwestern State University and Angela Malone Cartwright Midwestern State University and Daphney L. Curry Midwestern State University 8. Teacher Candidates' Courage in Developing Cultural Capacity through an Aboriginal Co-Curricular Community Service-Learning Program Glenda L. Black, Nipissing University and Mair Greenfield, Nipissing University Section I: Summary Section II: Leaders and Leading Section II: Introduction 9. Preparing the Leaders/Teachers of Tomorrow by Improving the Well-Being of Teachers Today Denise Deemers , University of Central Arkansas 10. "I need collaboration too!": Exploring the Nature of Collaboration between a Literacy Coach and University Teacher Collaborator Grace Kang, Illinois State University 11. Charter School Special Educators: Expressions of Hope, Courage, and Strength Sarah Irvine Belsen, American University 12. A Telling Case of the Principal's Role in Fostering Teacher and Collective Efficacy LeAnn G. Putney, University of Nevada, Las Vegas and Shelley Nordick, Jordan School District and Suzanne H Jones, Utah State University 13. Preparing Elementary School Mathematics Specialists: Aspirations for a University Endorsement Program Susan Swars Auslander, Georgia State University, Stephanie Z. Smith, Georgia State University, Marvin E. Smith, Kennesaw State University 14. Fighting for Hope and Inspiration: Developing Reflective Spaces for Leaders in Elementary School Mathematics Ryan Flessner, Butler University, Courtney Flessner, Indiana University, Katherine Reed,Hinkle Creek Elementary School, Susan Adamson, Butler University 15. The Impact of Privatized Funding in Education and a Proposal for Reform Todd Cherner, Portland State University and Catherine M. Scott, Coastal Carolina University 16. Are You a Hope Buster or a Hope Muster? Angela Webster , University of Central Arkansas Section II: Summary