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010 _a 2021010400
040 _aDLC
_beng
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020 _a9781648024733
_qelectronic book
020 _a1648024734
_qelectronic book
020 _z9781648024726
_qhardcover
020 _z9781648024719
_qpaperback
035 _a2912088
_b(N$T)
035 _a(OCoLC)1245956245
042 _apcc
043 _an-us---
050 4 _aLB1715
_b.J34 2021
082 0 4 _a370.71/10973
_223
049 _aMAIN
100 1 _aJacobs, Jennifer
_c(Professor of education),
_eauthor.
_916627
245 1 1 _a(Re)designing programs :
_ba vision for equity-centered, clinically based teacher preparation /
_cJennifer Jacobs, Rebecca West Burns.
264 1 _aCharlotte, NC :
_bInformation Age Publishing, Inc.,
_c[2021]
300 _a1 online resource (xiii, 322 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aAdvances in teacher education
504 _aIncludes bibliographical references.
505 0 _aForeword / Bernard Badiali -- Policy guidelines -- Partnerships -- Building intentional clinical experiences -- Coherence -- Coursework and curriculum -- University-based teacher educators -- School-based teacher educators -- Teacher candidate supervision and evaluation -- The role of research -- Instructional leadership -- Actualizing equity-centered, clinically based teacher preparation.
520 _a"Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration will be equity- centered on addressing the inequities that PK-12 students face and working together to bring about greater equity and justice for our nation's students. The purpose of this book is to support individuals who are passionate about and interested in preparing teachers, in designing clinically based teacher preparation programs that place equity at the core and align with calls for transforming teacher education. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, supervision, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish this book, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better"--
_cProvided by publisher.
588 _aDescription based on online resource; title from digital title page (viewed on September 21, 2021).
590 _aAdded to collection customer.56279.3
650 0 _aTeachers
_xTraining of
_zUnited States.
_916628
650 0 _aStudent teaching
_zUnited States.
_916629
650 0 _aCollege-school cooperation
_zUnited States.
_916630
650 6 _aEnseignants
_xFormation
_z�Etats-Unis.
_916631
650 6 _aStages p�edagogiques
_z�Etats-Unis.
_916632
650 6 _aCoop�eration universit�e-�ecole
_z�Etats-Unis.
_916633
650 7 _aCollege-school cooperation
_2fast
_916634
650 7 _aStudent teaching
_2fast
_916635
650 7 _aTeachers
_xTraining of
_2fast
651 7 _aUnited States
_2fast
700 1 _aBurns, Rebecca West,
_eauthor.
_916636
758 _ihas work:
_a(Re)designing programs (Text)
_1https://id.oclc.org/worldcat/entity/E39PCFrD6fD6WhGjqHVPgvX3Km
_4https://id.oclc.org/worldcat/ontology/hasWork
776 0 8 _iPrint version:
_aJacobs, Jennifer (Professor of education).
_t(Re)designing programs.
_dCharlotte, NC : Information Age Publishing, Inc., [2021]
_z9781648024733
_w(DLC) 2021010399
830 0 _aAdvances in teacher education.
_916637
856 4 0 _3EBSCOhost
_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2912088
938 _aAskews and Holts Library Services
_bASKH
_nAH41766110
938 _aProQuest Ebook Central
_bEBLB
_nEBL6644732
938 _aYBP Library Services
_bYANK
_n302283559
938 _aEBSCOhost
_bEBSC
_n2912088
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