Handbook Of Research On Teacher Education

Description: 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; and 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? and The Place of Teacher Education in Teachers' Education.It is co-published by Routledge/Taylor and Francis Group and the Association of Teacher Educators. 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. Table of Contents: TABLE OF CONTENTS FOREWORD W. Robert Houston PREFACE ACKNOWLEDGMENTS PART I. WHAT'S THE POINT? THE PURPOSES OF TEACHER EDUCATION Editor: David T. Hansen Part I Framing Chapters 1. Introduction: Why Educate Teachers? David T. Hansen 2. Values and Purpose in Teacher Education David T. Hansen 3. Teacher Education in a Democratic Society: Learning and Teaching the Practices of Democratic Participation Emily Robertson 4. The Moral and Epistemic Purposes of Teacher Education Hugh Sockett Part I Artifacts Artifact 1.1. Ralph Waldo Emerson, 'The American Scholar' (1837) Reference: Ralph Waldo Emerson, Essays and Lectures. New York: Library of America, 1983. pp. 51-71 Artifact 1.2. Jane Addams, 'Socialized Education' (1910) Reference: Jane Addams, Twenty Years at Hull-House. Urbana: University of Illinois Press, 1990. pp. 244-258 Artifact 1.3. W. E. B. Du Bois, 'Of the Coming of John' (1903) Reference: W. E. B. Du Bois, The Souls of Black Folk. New York: Library of America, 1990. pp. 165-179 Artifact 1.4. John Dewey, 'The Need for a Philosophy of Education' (1934) Reference: John Dewey. The Later Works, 1925-1953, Volume 9: 1933-1934, ed. Jo Ann Boydston. Carbondale: Southern Illinois University Press, 1989. pp. 194-204 Part I Commentaries 5. Is Deliberative Democracy Enough in Teacher Education Michael W. Apple 6. Advancing the Public Purpose of Schooling and Teacher Education John I. Goodlad 7. A Thought from Another World: The Professional Education of Black Teachers in Georgia, 1930-1965 Vanessa Siddle Walker PART II. WHAT SHOULD TEACHERS KNOW? TEACHER CAPACITIES: KNOWLEDGE, BELIEFS, SKILLS, and COMMITMENTS Editor: Carl A. Grant Part II Framing Chapters 8. Introduction: Teacher Capacity Carl A. Grant 9. Rethinking Teacher Capacity G. William McDiarmid and Mary Clevenger-Bright 10. Teacher Capacity for Diverse Learners: What Do Teachers Need to Know? Tyrone C. Howard and Glenda R. Aleman 11. Teacher Capacity and Social Justice in Teacher Education Carl A. Grant and Vonzell Agosto Part II Artifacts Artifact 2.1. James Baldwin, 'A Talk to Teachers' (1963) Reference: James Baldwin, Saturday Review, December 21, 1963. pp. 42-44 Artifact 2.2. Paulo Freire, 'Fourth Letter: On the Indispensable Qualities of Progressive Teachers for Their Better Performance' (1998) Reference: Paulo Freire, Teachers as cultural Workers: Letter to those who dare teach--Weaview Press, 1998. pp. 39-46 Artifact 2.3. M. Greene. The Dialectic of Freedom (1988) Reference: M. Greene, The Dialectic of Freedom, Teacher College Press, 1988. pp 117-135 Artifact 2.4. Katrina B. Flores, They're Calling Us Names. Part II Commentaries 12. Do You See What I See? Teacher Capacity as Vision for Education in a Democracy Maureen D. Gillette and Brian D. Schultz 13. Partial Movements Toward Teacher Quality ! And Their Potential for Advancing Social Justice Kevin K. Kumashiro 14. Dismantling Dichotomies in Teacher Education Pam Grossman, Morva McDonald, Karen Hammerness, & Matthew Ronfeldt 15. Teacher Capacity for Diversity Donna M. Gollnick PART III. WHERE SHOULD TEACHERS BE TAUGHT? SETTINGS AND ROLES IN TEACHER EDUCATION Editor: Kenneth Zeichner Part III Framing Chapters 16. Introduction: Settings for Teacher Education Kenneth Zeichner 17. Teacher Education Programs as Sites for Teacher Preparation Kenneth Zeichner and Hilary Conklin 18. An Uneasy Relationship: The History of Teacher Education in the University David F. Labaree 19. What Kind of Experience? Preparing Teachers in PDS or Community Settings? Marilynne Boyle-Baise and D. John McIntyre Part III ARTIFACTS Artifact 3.1. Linda Darling-Hammond, 'The case for university-based teacher education' (1999) Reference: R. Roth (Ed.) The Role of the University in the Preparation of Teachers. NewYork: Routledge/Falmer, 1999. pp.13-30 Artifact 3.2. Barbara Seidl and Gloria Friend, 'Leaving Authority at the Door: Equal-status Community-based Experiences and the Preparation of Teachers for Diverse Classrooms (2002) Reference: Barbara Seidl and Gloria Friend, Teaching and Teacher Education, 18(4). pp. 421-433 Artifact 3.3. Martin Haberman and Linda Post, 'Teachers for Multicultural Schools: The Power of Selection' (1998) Reference: Martin Haberman and Linda Post, Theory into Practice, 37(2). pp. 97-104 Part III Commentaries 20. The New Teacher Project's Response to Where Teachers Should be Taught Michelle Rhee and Karla Oakley 21. Settings for Teacher Education: Challenges in Creating a Stronger Research Base Sharon P. Robinson 22. Settings are More than Sites W. Robert Houston PART IV. WHO TEACHES? WHO SHOULD TEACH? TEACHER RECRUITMENT, SELECTION, AND RETENTION Editor: A. Lin Goodwin Part IV Framing Chapters 23. Defining Teacher Quality: Is Consensus Possible? A. Lin Goodwin 24. Who is Teaching? Does it Matter? Karen Zumwalt and Elizabeth Craig 25. Teachers of Color: Quality & Effective Teachers One Way or Another Mary E. Dilworth and Anthony Brown 26. The Next Generation of Teachers: Who Enters, Who Stays, and Why Susan Moore Johnson and Susan M. Kardos 27. Teacher Educators as Gatekeepers: Deciding Who is Ready to Teach A. Lin Goodwin and Celia J. Oyler Part IV: Artifacts Artifact 4.1. U.S. Department of Education, Rod Paige, Secretary, 'Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report on Teacher Quality' (2002) Reference: U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation, Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report on Teacher Quality, Washington, D.C., 2002. Artifact 4.2. National Collaborative on Diversity in the Teaching Force, 'Assessment of Diversity in America's Teaching Force' (2004) Reference: National Collaborative on Diversity in the Teaching Force, Assessment of diversity in America's teaching force: A call to action. Washington, DC: National Education Association, October 2004. Artifact 4.3. Photo: African American Teacher Artifact 4.4. Photo: Mexican School Artifact 4.5. Photo: Native American school/teachers Artifact 4.6. F. Chang, 'An Accommodation Program for Second-generation Chinese' (1934) Reference: F. Chang, An Accommodation Program for Second-generation Chinese, Sociology and Social Research. 18, 1934. pp 541-543 Artifact 4.7. INTASC, 'Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue' (1992) Reference: INTASC, Washington, DC: Council of Chief State School Officers, 1992. Artifact 4.8. Dan C. Lortie, Excerpt from 'Schoolteacher' (1975) Reference: Dan C. Lortie, Schoolteacher. Chicago: University of Chicago Press, 1975. pp. 26-40 (Note: notes associated with these pages are on pp. 261-262; notes associated with the entire chapter are on pp. 261-263) (17-19 pages) Part IV: Commentaries 28. The Teacher Quality Problem Richard M. Ingersoll 29. Changing the Paradigm: Preparing Teacher Educators and Teachers for the 21st Century Mary Futrell 30. The Perspective of a National Board Certified Teacher on Who Should Teach Meghna Antani Lipcon PART V. DOES DIFFERENCE MAKE A DIFFERENCE? DIVERSITY AND TEACHER EDUCATION Editor: Ana Maria Villegas Part V Framing Chapters 31. Diversity and Teacher Education Ana Maria Villegas 32. Preparing White Teachers for Diverse Students Christine Sleeter 33. Preparing Teachers of Color to Confront Racial/Ethnic Disparities in Educational Outcomes Ana Maria Villegas and Danne E. Davis 34. Responding to the Linguistic Reality of Mainstream Classrooms: Preparing All Teachers to Teach English Language Learners Tamara Lucas and Jaime Grinberg Part V Artifacts Artifact 5.1. Nathan Glazer, 'Is Assimilation Dead?' (1993) Reference: Nathan Glazer, The Annals of the American Academ