Ann Marie Ryan – författare

This timely volume explores how one Hispanic-Serving Institution reimagined and transformed its teacher preparation program.

Tracing the transformative journey through innovative curricular, pedagogical, and programmatic changes, the authors outline a new template of best practices for preparing teachers in collaboration with diverse communities. Each chapter is grounded in the program’s culturally efficacious conceptual framework and uses a social justice theoretical lens to highlight the various aspects of this transformation. The contributors detail the impetus for reform that led to innovation, provide an in-depth examination of their implementation process, and offer evidence-based recommendations to inform other teacher preparation programs nationwide. Collectively, the chapters will inform other programs in HSIs, MSIs, and institutions serving diverse candidates, partnering with schools, and collaborating with communities.

Essential reading for teacher educators, researchers, graduate students, and all those interested in the field of teacher education.

This timely volume explores how one Hispanic-Serving Institution reimagined and transformed its teacher preparation program.

Tracing the transformative journey through innovative curricular, pedagogical, and programmatic changes, the authors outline a new template of best practices for preparing teachers in collaboration with diverse communities. Each chapter is grounded in the program’s culturally efficacious conceptual framework and uses a social justice theoretical lens to highlight the various aspects of this transformation. The contributors detail the impetus for reform that led to innovation, provide an in-depth examination of their implementation process, and offer evidence-based recommendations to inform other teacher preparation programs nationwide. Collectively, the chapters will inform other programs in HSIs, MSIs, and institutions serving diverse candidates, partnering with schools, and collaborating with communities.

Essential reading for teacher educators, researchers, graduate students, and all those interested in the field of teacher education.

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.

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.

This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historicallyconscious practices in formal and informal education settings.