Описание: In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children.
The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing.
Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education.
Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.
Описание: In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children.
The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing.
Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education.
Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.
Автор: Jennifer Colwell, Helen Beaumont, Helen Bradford, Название: Reflective Teaching in Early Education ISBN: 1441172041 ISBN-13(EAN): 9781441172044 Издательство: Bloomsbury Academic Рейтинг: Цена: 4117.00 р. Наличие на складе: Нет в наличии.
Описание: Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools. Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support: - comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and - evidence-informed ‘principles’ and ‘concepts’ to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care. Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout. This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. The team includes: Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK) Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Описание: Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education. Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.
Описание: Building Effective Professional Development in Elementary School, Judy Johnsonpresents a career-long and comprehensive approach to professional development that gives teachers the support they need to improve instruction and raise the levels of student achievement.
Описание: Building Effective Professional Development in Elementary School, Judy Johnsonpresents a career-long and comprehensive approach to professional development that gives teachers the support they need to improve instruction and raise the levels of student achievement.
Автор: Durrant, Judy (canterbury Christ Church University, Uk) Название: Teacher agency, professional development and school improvement ISBN: 1138093718 ISBN-13(EAN): 9781138093713 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: At the heart of the book is a fresh perspective on schooling, in which teacher agency is considered fundamental to professional development and school improvement. Readers are invited to reconceptualise professional development, re-imagine school improvement and focus on enabling teacher agency as the foundation for change.
Описание: Superintendents Paul Ash and John D`Auria show you how to create synergy between all the educators and students in your district through professional development that improves student learning!
Название: Professional development: education for all as praxis ISBN: 113830929X ISBN-13(EAN): 9781138309296 Издательство: Taylor&Francis Рейтинг: Цена: 7501.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines issues concerning professional development, professional learning, and the `Education for All` (EfA) ethos. Chapters highlight the tensions, opportunities, and power relationships associated with professional development. It was published as a special issue of Professional Development in Education.
Автор: Durrant Judy Название: Teacher Agency, Professional Development and School Improvem ISBN: 1138093742 ISBN-13(EAN): 9781138093744 Издательство: Taylor&Francis Рейтинг: Цена: 5817.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: At the heart of the book is a fresh perspective on schooling, in which teacher agency is considered fundamental to professional development and school improvement. Readers are invited to reconceptualise professional development, re-imagine school improvement and focus on enabling teacher agency as the foundation for change.
Описание: What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style?
Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice.
Questions explored include: - Is learning through practical work worth the effort? - What can we learn from comparisons with education in other countries? - Is there a smarter way to use digital imagery in your teaching? - What's the point of theory? Isn't teaching just a craft?
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