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001 | on1245956245 | ||
003 | OCoLC | ||
005 | 20241121072921.0 | ||
006 | m d | ||
007 | cr cnu---unuuu | ||
008 | 210313s2021 ncua ob 000 0 eng | ||
010 | _a 2021010400 | ||
040 |
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_z9781648024719 _qpaperback |
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035 |
_a2912088 _b(N$T) |
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035 | _a(OCoLC)1245956245 | ||
042 | _apcc | ||
043 | _an-us--- | ||
050 | 4 |
_aLB1715 _b.J34 2021 |
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082 | 0 | 4 |
_a370.71/10973 _223 |
049 | _aMAIN | ||
100 | 1 |
_aJacobs, Jennifer _c(Professor of education), _eauthor. _916627 |
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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] |
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300 |
_a1 online resource (xiii, 322 pages) : _billustrations. |
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_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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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. | |
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_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. |
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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 |
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650 | 0 |
_aStudent teaching _zUnited States. _916629 |
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650 | 0 |
_aCollege-school cooperation _zUnited States. _916630 |
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650 | 6 |
_aEnseignants _xFormation _z�Etats-Unis. _916631 |
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650 | 6 |
_aStages p�edagogiques _z�Etats-Unis. _916632 |
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650 | 6 |
_aCoop�eration universit�e-�ecole _z�Etats-Unis. _916633 |
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650 | 7 |
_aCollege-school cooperation _2fast _916634 |
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650 | 7 |
_aStudent teaching _2fast _916635 |
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_aTeachers _xTraining of _2fast |
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651 | 7 |
_aUnited States _2fast |
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700 | 1 |
_aBurns, Rebecca West, _eauthor. _916636 |
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758 |
_ihas work: _a(Re)designing programs (Text) _1https://id.oclc.org/worldcat/entity/E39PCFrD6fD6WhGjqHVPgvX3Km _4https://id.oclc.org/worldcat/ontology/hasWork |
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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 |
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