The Master's Degree in Education as Teacher Professional Development

Re-envisioning the Role of the Academy in the Development of Practicing Teachers

Gary Galluzzo, Joan P. Isenberg, Stephen C. White, Rebecca K. Fox (Autoren)

Buch | Hardcover

234 Seiten

2012
Rowman & Littlefield (Verlag)
978-1-4422-0722-6 (ISBN)

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Accountability for student’s education is a major topic in the news, but what about teacher education? The authors present a plan, supported by research and tested at a large urban campus, for redesigning the master’s degree for practicing teachers program to address standards set forth by the National Board.

Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master’s level program. Gary R. Galluzzo, Joan Packer Isenberg, C. Stephen White, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master’s level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program’s design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master’s degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America’s schools.

Gary R. Galluzzo is professor of education at George Mason University. He is a former dean of the then-Graduate School of Education and formerly the executive vice-president of the National Board for Professional Teaching Standards. He is coauthor of The Rise and Stall of Teacher Education Reform. Joan Packer Isenberg is professor emerita of education at George Mason University, where she also served as an associate dean in the College of Education and Human Development. She served as founding director of the Advanced Studies in Teaching and Learning Program from 1999-2003. She has authored or coauthored 17 books and more than 50 journal articles. C. Stephen White is professor of education at George Mason University, where he currently serves as associate dean for Academic Program Development in the College of Education and Human Development. He was director and co-director of ASTL from 2004-2011. His current research focuses on assessing advanced teachers’ growth and development. Rebecca K. Fox is associate professor of education at George Mason University, where she has served as co-director of ASTL from 2004-2011 and is the current academic program coordinator. Her research focuses on advanced teacher professional learning, particularly in the areas of portfolio assessment, critical reflection, and the development of teachers’ cultural competence.

Foreword
Sharon Robinson
Preface

Part I. Tenets of Program Design
Chapter 1: The Tenets of a New Kind Master’s Degree in Education
Chapter 2: Reconfiguring Programs in the University Context
Chapter 3: Dilemmas with Program Design
Chapter 4: Addressing Dilemmas and Sustained Challenges—Implementing the Big Ideas

Part II. Evidence of Effectiveness
Chapter 5: Evidence of Course Effectiveness
Chapter 6: Evidence of Program Effectiveness
Chapter 7: Evidence of Effectiveness: Portfolio of Program Pedagogy

Part III. New Discourses
Chapter 8: New Dimensions of Accountability
Chapter 9: New Roles for Education Faculty
Chapter 10: Looking Back and Looking Ahead

Appendix A: ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment Activities
Appendix B: Rubric for Multigenre Assignment
Appendix C: Rubric for Integrative Case Study
Appendix D: ASTL Core Self-Assessment Questionnaire
Appendix E: Rubric for Culturally Focused Action Research Study
Appendix F: The ASTL Professional Portfolio
References
Index
About the Authors

Erscheint lt. Verlag	15.3.2012
Verlagsort	Lanham, MD
Sprache	englisch
Maße	163 x 238 mm
Gewicht	503 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
ISBN-10	1-4422-0722-1 / 1442207221
ISBN-13	978-1-4422-0722-6 / 9781442207226
Zustand	Neuware