Through a combination of rich description, and qualitative and quantitative program data, this book makes the case that university programs focused on communities they serve, can ensure more effective, learner-ready teachers who remain in the profession longer. This text is of value to educational leaders, policymakers, and researchers.
Through a combination of rich description, and qualitative and quantitative program data, this book makes the case that university programs focused on communities they serve, can ensure more effective, learner-ready teachers who remain in the profession longer. This text is of value to educational leaders, policymakers, and researchers.
Julie Gorlewski Professor, Graduate School of Education, University at Buffalo Amanda Winkelsas Clinical Assistant Professor and Director of the University at Buffalo Teacher Residency Program, Graduate School of Education, University at Buffalo Suzanne N. Rosenblith Professor and Dean, Graduate School of Education, University at Buffalo Corrie Stone-Johnson Associate Professor, Department of Educational Leadership and Policy, Graduate School of Education, University at Buffalo Elisabeth Etopio Assistant Dean for Teacher Education, Graduate School of Education, University at Buffalo David Gorlewski EdD, Teacher Education Associate, Graduate School of Education, University at Buffalo Tiffany Karalis Noel Clinical Assistant Professor, Graduate School of Education, University at Buffalo Bobbie Finocchio EdD, Teacher Education Associate for the University at Buffalo Teacher Residency Program and Clinical Faculty in the Office of Educator Preparation, Graduate School of Education, University at Buffalo Amanda Seccia PhD Candidate, Graduate School of Education, University at Buffalo Ling Zhai PhD Candidate, Graduate School of Education, University at Buffalo Erin Kearney Associate Professor, Graduate School of Education, University at Buffalo Xiufeng Liu Professor, Graduate School of Education, University at Buffalo Nooshin Shafaei Previous Assistant Director of the University at Buffalo Teacher Residency Program, Graduate School of Education, University at Buffalo Tanika Shedrick Principal, Buffalo Public School #92, BUILD Community School
Inhaltsangabe
1: Why a University-Based, Community Centered Teacher Residency Program 2: Theoretical Frameworks for Research and Practice 3: UBTR Program and the Buffalo Context 4: The Residents 5: Teacher Education Associates: Evolution of the Role 6: Residency Partners: Schools and Mentor Teachers 7: Transformation and Innovation of Coursework Through Instructional Modules 8: Cultivating Collaborative Professionalism: Teacher Residency Summer Institute and Teacher Residency Consortium 9: Continuous Improvement: Implementation and Evaluation 10: Sustaining Change: Claims, Lessons, and Recommendations
1: Why a University-Based, Community Centered Teacher Residency Program 2: Theoretical Frameworks for Research and Practice 3: UBTR Program and the Buffalo Context 4: The Residents 5: Teacher Education Associates: Evolution of the Role 6: Residency Partners: Schools and Mentor Teachers 7: Transformation and Innovation of Coursework Through Instructional Modules 8: Cultivating Collaborative Professionalism: Teacher Residency Summer Institute and Teacher Residency Consortium 9: Continuous Improvement: Implementation and Evaluation 10: Sustaining Change: Claims, Lessons, and Recommendations
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
