Cover

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Frontmatter

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Title

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Contents

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Acknowledgments

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pp. vii-ix

This book was created with the support of the National Center for Restructuring Education, Schools, and Teaching (NCREST) which was founded nearly a dozen years ago by Ann Lieberman and Linda Darling-Hammond at Teachers College, Columbia University in New York City. In establishing NCREST, Darling-Hammond and Lieberman were visionary and practical, routinely...

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1. Teacher Education on the Leading Edge: Learning With and From One Another

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pp. 1-16

The Leading Edge project sponsored by the National Center for Restructuring Education, Schools, and Teaching (NCREST) and generously supported by The Pew Charitable Trust with matching funds from the Joyce Foundation and The AT&T Foundation has demonstrated the power of institutional collaboration to influence how we think about and enact teacher education. We believe...

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2. Standardization or Standards for Professional Practice? Public and Private Theories of Teaching in Professional Development Schools

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pp. 17-35

Perhaps the central threat of the so-called standards movement in education is that the development, promulgation, and implementation of standards will lead to standardization (Kohn, 1999; Newmann, Secada, & Wehlage, 1995). That is, public theories—as represented by the variety of standards documents currently pervading educational policy and practice discourse—may dominate...

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3. Assessment and Standards for Professional Improvement

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pp. 37-52

The University of Southern Maine (USM) is a comprehensive university that serves approximately 10,000 students, the majority of whom are commuters. The Extended Teacher Education Program (ETEP) is a master’s degree program. Two thirds of the program is a full-time internship year, which meets the state professional education certification requirements. The remaining third...

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4. Getting Beyond the Talking and Into the Doing

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pp. 53-68

Between 1995 and 1999, there have been at least ten opportunities for different faculty members and partner school personnel from the University of Southern Maine (USM) and the University of Louisville (UL) to visit each other’s sites. Reasons for the visits have included research projects, invited consultations, professional conferences, and documentation visits for the Leading Edge...

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5. A Professional Development School Partnership for Preparing Teachers for Urban Schools

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pp. 69-85

The Preservice Program in Childhood Education (hereafter known as the Preservice Program) is a graduate level elementary teacher preparation program housed within the Department of Curriculum and Teaching at Teachers College, Columbia University (TC). Steeped in the philosophy of John Dewey and framed by a progressive tradition, the Preservice Program emphasizes...

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6. Elementary Teacher Education Program at University of California, Santa Barbara

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pp. 87-101

Elementary teacher education at the University of California, Santa Barbara (UCSB) offers a combined master’s–credential program serving approximately 45 candidates each year. The program requires three contiguous academic quarters and three summer quarters to complete. Since it is possible for candidates to complete two summer quarters in one 3-month period, many candidates...

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7. What We Learned From Site Visits

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pp. 103-140

As the dyad team observed, thought together, and interacted over the course of the three years of the Leading Edge Project, we were struck by the different contexts in which our work is embedded. We witnessed the results of three different policy mechanisms for deciding what teachers need to know and be able to do (standards) and of different structures and processes for assessing teacher...

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8. Beyond Standards: Creating Depth in Teacher Education Reform

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pp. 141-164

Despite burgeoning attention to the potential of standards as a means of improving the preparation of teachers, it is well recognized that any teacher education institution whose faculty is interested in accomplishing reform cannot stop at the adoption of standards. Instead, standards are better conceptualized as “tools for inquiry”; they serve as guideposts for local change...

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9. Visions and Outcomes: Developing Standards and Assessments in Wheelock College Teacher Preparation Programs

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pp. 165-183

In 1888, the year kindergarten became part of the public school program in Boston, 31-year-old Lucy Wheelock opened Miss Wheelock’s Kindergarten Training School. Her curriculum was based on the writings of Friedrich Froebel, father of kindergarten education, and G. Stanley Hall, father of the child study movement. A year later, she graduated her first class of six women...

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10. Equity in Teacher Education Standards and in Our Practice

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pp. 185-206

Achievement of high standards by all students is a criterion of equity in the current standards movement. But simply introducing standards into the educational change process will not result in equity in outcomes. This chapter describes how teacher education programs at two institutions, Wheelock College and the University of Wisconsin–Milwaukee (UWM), are developing program...

List of Contributors

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pp. 207-213

Index

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pp. 215-221