Language, Culture, and Community in Teacher Education
Language, Culture, and Community in Teacher Education

Author: Maria Estela Brisk

Publisher: Routledge

Published: 2013-09-13

Total Pages: 404

ISBN-13: 1135155232

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Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.

Teacher Education for Ethical Professional Practice in the 21st Century
Teacher Education for Ethical Professional Practice in the 21st Century

Author: Dreon, Oliver

Publisher: IGI Global

Published: 2016-10-06

Total Pages: 447

ISBN-13: 1522516697

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The rise of online tools is altering the dynamic of modern classrooms as methods of educating students are technologically expanding. Due to this advancement, institutions and educators of all levels are reconsidering their curriculum in order to integrate new technical demands. Teacher Education for Ethical Professional Practice in the 21st Century is an authoritative reference work for the latest scholarly research on the emerging use of technology in the educational system. Featuring coverage on proper methods, arising challenges, and educator preparation, this publication is an essential reference source for academicians, professionals and researchers seeking current research on the impact of the digital age on education.

School, Family, and Community Partnerships
School, Family, and Community Partnerships

Author: Joyce L Epstein

Publisher: Routledge

Published: 2018-04-17

Total Pages: 467

ISBN-13: 0429974302

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School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.

Technological Pedagogical Content Knowledge
Technological Pedagogical Content Knowledge

Author: Charoula Angeli

Publisher: Springer

Published: 2014-11-13

Total Pages: 335

ISBN-13: 1489980806

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Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Handbook of Research on Educational Technology Integration and Active Learning
Handbook of Research on Educational Technology Integration and Active Learning

Author: Keengwe, Jared

Publisher: IGI Global

Published: 2015-05-31

Total Pages: 494

ISBN-13: 1466683643

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As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but only “how?” Forced to combat shorter attention spans and an excess of stimuli, teachers sometimes see technology as a threat rather than a potential enhancement to traditional teaching methods. The Handbook of Research on Educational Technology Integration and Active Learning explores the need for new professional development opportunities for teachers and educators as they utilize emerging technologies to enhance the learning experience. Highlighting the advancements of ubiquitous computing, authentic learning, and student-centered instruction, this book is an essential reference source for educators, academics, students, researchers, and librarians.

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1

Author: Timothy S. Brophy

Publisher: Oxford University Press

Published: 2019-01-02

Total Pages: 929

ISBN-13: 0190248114

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In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

Handbook of Research on Teacher Education
Handbook of Research on Teacher Education

Author: Marilyn Cochran-Smith

Publisher: Routledge

Published: 2008-02-19

Total Pages: 1393

ISBN-13: 113561833X

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Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org

Appropriating the Discourse of Social Justice in Teacher Education
Appropriating the Discourse of Social Justice in Teacher Education

Author: Marta P. Baltodano

Publisher: Rowman & Littlefield

Published: 2015-03-05

Total Pages: 123

ISBN-13: 160709746X

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In recent years there have been strong movements of reforms in teacher education. The most common are intended to adjust teacher preparation to the standardization demands of NCLB, Race to the Top, and CAEP to make teacher education more accountable. These reforms—carried out in the name of excellence, accountability, diversity, and inclusion—constitute subliminal efforts to appropriate the possibilities for real transformation in teacher education. However, in spite of the pervasive rhetoric to identify diversity and social justice with the accountability and standardization movement, there are endeavors to create transformations in teacher preparation that are authentic. These deliberate changes seek to counteract the neoliberal vision of school reform and strive to reclaim the original goals of public education represented in a vision of rigorous content knowledge, democratic schooling, and social justice. Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real “seeds of transformation” within teacher education departments are abundant.

Critical Multiculturalism
Critical Multiculturalism

Author: Stephen May

Publisher: Routledge

Published: 2010

Total Pages: 232

ISBN-13: 113516147X

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Brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice.

"How Do We Know They Know?"

Author: R. Deborah Davis

Publisher: Peter Lang

Published: 2009

Total Pages: 258

ISBN-13: 9781433103582

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Teacher education programs are charged with educating teachers to teach all students - preparing them to teach multiethnic, multiracial, multilingual, and differently-abled students in an increasingly global, inter-dependent world. This book takes as its starting point the assumption that pre-service teacher candidates, primarily white and middle-class, come to college to pursue a teaching degree having little if any experience of a social nature with persons not like themselves. Rooted in areas of theory and practice and based around the «Schools and Society» and «Culturally Relevant Teaching» courses required by the Teacher Education Program social justice conceptual framework, «How Do We Know They Know?» is a conversation about ways to assess these pre-service teachers' growth and movement, as they progress from naiveté to awareness about the realities of culture in schools.