Profiles of Preservice Teacher Education: Inquiry into the Nature of Programs (Suny Series in Teacher Preparations and Development)

The authors allow students and faculty to speak in their own voices to tell the story of how teachers are prepared for their important roles as educators of the nation's children. This book provides in-depth, personal descriptions of how elementary teachers are prepared in six diverse schools and colleges of education, ranging from the program in a small liberal arts college to those embedded in major research-oriented universities. The richly woven descriptions (gained through intensive observations and interviews) provide a balanced picture of the situation and context of teacher education today. Howey and Zimpher conclude the descriptions with an insightful cross-institutional analysis of the problems and issues uncovered and suggest a provocative set of characteristics that appear to contribute to an effective program of teacher education.

Profiles of Preservice Teacher Education: Inquiry into the Nature of Programs (Teacher Preparation and Development Series)

Education & Teaching

Zimpher, Nancy L.

Howey, Kenneth R.

Schools & Teaching

State Univ of New York Pr

The authors allow students and faculty to speak in their own voices to tell the story of how teachers are prepared for their important roles as educators of the nation’s children. This book provides in-depth, personal descriptions of how elementary teachers are prepared in six diverse schools and colleges of education, ranging from the program in a small liberal arts college to those embedded in major research-oriented universities. The richly woven descriptions (gained through intensive observations and interviews) provide a balanced picture of the situation and context of teacher education today. Howey and Zimpher conclude the descriptions with an insightful cross-institutional analysis of the problems and issues uncovered and suggest a provocative set of characteristics that appear to contribute to an effective program of teacher education.

A Documentation and Assessment System for Student and Program Development (Teacher Education Monograph ; No. 3)

Amer Assn of Colleges for Teacher

In 2006, Cincinnati and Northern Kentucky had been suffering from many of the same challenges facing metro regions across the country. Despite significant investments in education from the public and private sectors, outcomes were alarming: Kindergarten readiness was below fifty percent, and nearly half of the students in the Cincinnati Public Schools were dropping out before high school graduation. Fortunately, a diverse group of community leaders across sectors was exploring a transformative approach to improving education as a system. This gathering of leaders was the genesis of the StrivePartnership, which served as the inspiration for the theory of collective impact. Together, these partners are building a cradle-to-career civic infrastructure based on the idea that everyone in a community has a stake in the success of every child. This book chronicles the early stages of this ongoing journey from the perspective of the founding chair and director of this work, drawing upon lessons from Cincinnati/Northern Kentucky and four other pioneering local partnerships. The experiences captured in these five regions helped lay the foundation for the StriveTogether Cradle to Career Network, a national community of practice on the cutting edge of social change.

Striving Together: Early Lessons in Achieving Collective Impact in Education

Edmondson, Jeff

SUNY Press

In 2006, Cincinnati and Northern Kentucky had been suffering from many of the same challenges facing metro regions across the country. Despite significant investments in education from the public and private sectors, outcomes were alarming: Kindergarten readiness was below fifty percent, and nearly half of the students in the Cincinnati Public Schools were dropping out before high school graduation. Fortunately, a diverse group of community leaders across sectors was exploring a transformative approach to improving education as a system. This gathering of leaders was the genesis of the StrivePartnership, which served as the inspiration for the theory of collective impact. Together, these partners are building a cradle-to-career civic infrastructure based on the idea that everyone in a community has a stake in the success of every child.This book chronicles the early stages of this ongoing journey from the perspective of the founding chair and director of this work, drawing upon lessons from Cincinnati/Northern Kentucky and four other pioneering local partnerships. The experiences captured in these five regions helped lay the foundation for the StriveTogether Cradle to Career Network, a national community of practice on the cutting edge of social change.

This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances.

Informing Faculty Development for Teacher Educators (Contemporary Studies in Social and Policy Issues in Education: The David C. Anch)

Higher & Continuing Education

Praeger

This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances.

Informing Faculty Development for Teacher Educators (Social Policy and Issues in Education)

A Time for Boldness presents the story of how an urban research university is redefining what it means to be an engaged university. Through a challenging process that involved both campus and community, the University of Wisconsin-Milwaukee has launched major initiatives and set a new direction for faculty, students, and staff.This book is a report from those most involved in this process about what such broad-based change requires and what it can produce. It examines the how, why, and what—what happened, what worked (and what didn't), and what was learned about change in higher education.
Using a wide range of sources—quotations from the authors, newspaper clippings, essays by participants, interviews, first-person reflections by key leadership, as well as narration—this book tells a rich story of institutional change.
Contents include: • Milwaukee’s university • From The Wisconsin Idea to The Milwaukee Idea • Capturing people’s attention • Behind the scenes at The Milwaukee Idea • The affinity group process • The action team process • The evaluation and negotiation process • The community perspective • Launching The Milwaukee Idea • Into new territory • Ten early lessons for change
The experiences of "The Milwaukee Idea" can provide knowledge useful to other institutions and change leaders who are interested in community-university engagement.

A Time for Boldness: A Story of Institutional Change

Stephen L. Percy

Mary Jane Brukardt

Anker Pub Co.

See the best price to sell, buy, or rent books by Zimpher, Nancy L.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Zimpher, Nancy L.

See the best price to sell, buy, or rent books by Zimpher, Nancy L.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Profiles of Preservice Teacher Education: Inquiry into the Nature of Programs (Teacher Preparation and Development Series)

Profiles of Preservice Teacher Education: Inquiry into the Nature of Programs (Suny Series in Teacher Preparations and Development)

A Documentation and Assessment System for Student and Program Development (Teacher Education Monograph ; No. 3)

Striving Together: Early Lessons in Achieving Collective Impact in Education

Striving Together: Early Lessons in Achieving Collective Impact in Education

Informing Faculty Development for Teacher Educators (Contemporary Studies in Social and Policy Issues in Education: The David C. Anch)

Informing Faculty Development for Teacher Educators (Social Policy and Issues in Education)

A Time for Boldness: A Story of Institutional Change