In this Book

Rethinking Standards through Teacher Preparation Partnerships
summary
This book documents six exemplary teacher preparation programs participating in school-university partnerships in an effort to examine issues of standards in teacher education. It describes how attention to standards has played out in contrasting demographic, political, and intellectual contexts. The authors reveal the realities and consequences involved in the complex process of implementing standards in varied program contexts often having to reconcile external mandates with the needs of their students and their own program values. Working in pairs, teacher educators formed critical friend research partnerships focused on assessment, inquiry, equity, diversity, and technology. Institutional partnerships discussed include: The University of Louisville with University of Southern Maine; Teachers College, Columbia University with University of California, Santa Barbara; and University of Wisconsin, Milwaukee with Wheelock College.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Title
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  1. Contents
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  1. Acknowledgments
  2. pp. vii-ix
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  1. 1. Teacher Education on the Leading Edge: Learning With and From One Another
  2. pp. 1-16
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  1. 2. Standardization or Standards for Professional Practice? Public and Private Theories of Teaching in Professional Development Schools
  2. pp. 17-35
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  1. 3. Assessment and Standards for Professional Improvement
  2. pp. 37-52
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  1. 4. Getting Beyond the Talking and Into the Doing
  2. pp. 53-68
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  1. 5. A Professional Development School Partnership for Preparing Teachers for Urban Schools
  2. pp. 69-85
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  1. 6. Elementary Teacher Education Program at University of California, Santa Barbara
  2. pp. 87-101
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  1. 7. What We Learned From Site Visits
  2. pp. 103-140
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  1. 8. Beyond Standards: Creating Depth in Teacher Education Reform
  2. pp. 141-164
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  1. 9. Visions and Outcomes: Developing Standards and Assessments in Wheelock College Teacher Preparation Programs
  2. pp. 165-183
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  1. 10. Equity in Teacher Education Standards and in Our Practice
  2. pp. 185-206
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  1. List of Contributors
  2. pp. 207-213
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  1. Index
  2. pp. 215-221
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