How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools.
National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs.
In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span.
This volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology.
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings.
In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators' cross-cultural perspectives on the formation of knowledge through the internationalization of teacher education.
Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction.
This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines.
Peer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students.
International Education Inquiries: People, Places, and Perspectives of Education 2030 is a book series dedicated to realizing the global vision of Education 2030.
The International Society for Language Studies (ISLS) introduces its second volume in the series Readings in Language Studies with Language and Power, a text that represents international perspectives on power and bilingualism, identity in professions, media, the learner, and pedagogy.
The purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers.
This edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators.
The purpose of this book is to guide teachers to understand theory related to teaching multilingual students and put it into practice in their classrooms.
The current interest in diversity, equity, inclusion, and belonging (DEIB) in higher education emerges from a reality that higher education now serves an increasing diversity of college students.
It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated.
This narrative ethnography adopts an aesthetic lens to relay the various lived experiences of a non-traditional, Midwestern public high school during its final year in its original building.
In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization.
Given the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice.
All educators in teacher education want to know what factors contribute to the academic success of undergraduate education majors or pre-service teachers.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees.
This volume in "e;The Handbook of Research on Middle Level Education"e; gives an introduction to professional preparation and development of middle level teachers and administrators.
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 book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line.
This book gives an education leader a practical path to organizational effectiveness, shared sense of direction, and clear focus on outcomes for students.
The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students' needs and create classroom environments that are safe for students and teachers.
In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process.
International Education Inquiries is a book series dedicated to realizing the global vision of The United Nations' (2015) Transforming Our World: The 2030 Agenda for Sustainable Development.
