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Full-Text Articles in Education
Alternative Routes To Teacher Certification
Alternative Routes To Teacher Certification
Occasional Paper Series
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.
High-Needs Schools: Preparing Teachers For Today's World
High-Needs Schools: Preparing Teachers For Today's World
Occasional Paper Series
In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
Occasional Paper Series
In this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices.
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
Occasional Paper Series
Presents a vision for remaking ourselves as a society by addressing the basic needs of all children and defining, assessing, and developing high quality teaching.
Educational Revolution, Peter Taubman
Educational Revolution, Peter Taubman
Occasional Paper Series
Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.
Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt
Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt
Occasional Paper Series
Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Occasional Paper Series
This paper begins by offering two portraits of recent teacher education graduates providing place-based teaching in their classrooms, followed by a description of the knowledge, skills, and dispositions teachers (new or seasoned) must possess to effectively teach in a place-based manner. Next is a short discussion of the importance of experience and application of these tenets. Finally, there are three examples of activities and assignments my colleagues and I have developed for our teacher preparation program. We aim for these experiences to help inspire and prepare our graduates to integrate their local communities and places into their own classrooms, whether …