Teacher Education Yearbook XXVI Building upon Inspirations and Aspirations with Hope, Courage, and Strength
Rowman & Littlefield (Verlag)
978-1-4758-4831-1 (ISBN)
The Association of Teacher Educators (ATE) Teacher Education Yearbook XXVI is a second volume dedicated to building upon inspirations and aspirations with hope, courage, and strength relative to teacher educators' commitment to today's teachers and tomorrow's leaders. While the first volume, Yearbook XXV, presented chapters focused on teacher candidates and educator preparation programs, this second volume is focused on educational leadership in classrooms and schools. These chapters take us beyond the university classroom that involves teacher and administrator candidates and moves us into preK-12 classrooms and schools to see educational theory taken into practice.
Nancy P. Gallavan, PhD, professor of Teacher Education in the Department of Teaching and Learning at the University of Central Arkansas, specializes in classroom assessments, cultural competence, social studies education, and internship supervision in their nationally recognized MAT Program. With 20 years of experience in K-12 education, 25 years of experience in higher education, and 180+ peer-reviewed publications across her areas of expertise, Nancy has received awards for teaching, service, and scholarship. Notably, Nancy served as the 2013-14 ATE President and was honored as a 2013 KDP Eleanor Roosevelt Legacy Chapter inaugural member and a 2016 ATE Distinguished Member. LeAnn G. Putney, PhD, is a full professor in educational psychology at UNLV. Her ethnographic and action research projects have focused on how teachers and students construct responsible communities for academic success in K-12 schools. She has examined teacher and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy can be developed and enhanced. She also co-authored A Vision of Vygotsky, a book on Vygotskian theories related to pedagogical principles for teachers. LeAnn co-founded Innovations International Charter School of NV (IICSN) and serves as Director of Research and Governing Body President.
Introduction
Section I: Teachers and Teaching
Section I: Introduction
1. What Teacher Candidates Believe About Teaching and Learning
Nancy Caukin, Middle Tennessee State University
2. College Students’ Perceptions of the Characteristics of Effective Teachers in Higher Education: The Students’ Voice
Leona M. Johnson, Hampton University
3. Analyzing Hope, Strength, and Courage to Enhance the Efficacy of Teacher Education Interns and Supervisors
Nancy P. Gallavan, University of Central Arkansas and Jennifer P. Merritt, University of Central Arkansas
4. Collaboration: A Skill that must be Explicitly Taught
Heather K. Dillard, Middle Tennessee State University
5. Field Experiences with Children of Trauma: Supporting Emotionally and Psychologically Injured Children (EPICs): Value Beyond Institutional Measure
Jayne M. Leh, The Pennsylvania State University Berks Campus
6. Inspiring Teachers across the Professional Continuum through Collaborative Coaching and Lesson Study
Jennifer M. Suh, George Mason University and Kim Dockery, Educational Consultant
7. Strengthening Culturally Responsive Teaching through Existing Professional Development School Partnerships
Emily Reeves, Midwestern State University and Angela Malone Cartwright Midwestern State University and Daphney L. Curry Midwestern State University
8. Teacher Candidates’ Courage in Developing Cultural Capacity through an Aboriginal Co-Curricular Community Service-Learning Program
Glenda L. Black, Nipissing University and Mair Greenfield, Nipissing University
Section I: Summary
Section II: Leaders and Leading
Section II: Introduction
9. Preparing the Leaders/Teachers of Tomorrow by Improving the Well-Being of Teachers Today
Denise Deemers , University of Central Arkansas
10. “I need collaboration too!”: Exploring the Nature of Collaboration between a Literacy Coach and University Teacher Collaborator
Grace Kang, Illinois State University
11. Charter School Special Educators: Expressions of Hope, Courage, and Strength
Sarah Irvine Belsen, American University
12. A Telling Case of the Principal’s Role in Fostering Teacher and Collective Efficacy
LeAnn G. Putney, University of Nevada, Las Vegas and Shelley Nordick, Jordan School District and Suzanne H Jones, Utah State University
13. Preparing Elementary School Mathematics Specialists: Aspirations for a University Endorsement Program
Susan Swars Auslander, Georgia State University, Stephanie Z. Smith, Georgia State University, Marvin E. Smith, Kennesaw State University
14. Fighting for Hope and Inspiration: Developing Reflective Spaces for Leaders in Elementary School Mathematics
Ryan Flessner, Butler University, Courtney Flessner, Indiana University, Katherine Reed,Hinkle Creek Elementary School, Susan Adamson, Butler University
15. The Impact of Privatized Funding in Education and a Proposal for Reform
Todd Cherner, Portland State University and Catherine M. Scott, Coastal Carolina University
16. Are You a Hope Buster or a Hope Muster?
Angela Webster, University of Central Arkansas
Section II: Summary
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 151 x 222 mm |
| Gewicht | 531 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| ISBN-10 | 1-4758-4831-5 / 1475848315 |
| ISBN-13 | 978-1-4758-4831-1 / 9781475848311 |
| Zustand | Neuware |
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