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Changing Perspecitves-Placing Teacher Candidates in Urban Schools
Unformatted Document Text:  • Selecting a day during the two weeks of concentrated visits for the candidate to teach. B. Literature Review: Best practice research tells us that teachers who mentor and trade professional development information and ideas are the ones that have the most successful classroom experiences and provide the best learning experience for their students. Placing pre-service teacher candidates with these teachers in urban schools allows the future teacher to see first hand the difference that they can affect. Allen, L. & Calhoun, E. (1998). Schoolwide action research: Findings from six years of study. Phi Delta Kappan, 79(9), 706-710. Berliner, D. (1988, February). The development of expertise in pedagogy. Paper presented at the meeting of the American Association of Colleges for Teacher Educators, Phoenix, AZ. Beasley, K., Corbin, D., Feiman-Nemser, S. & Shank, C. (1996). Making it happen: Teachers mentoring one another. Theory Into Practice, 35, (3), 158-164. Brimijoin, K. (2000). The challenges of differentiation for preservice and inservice teachers: A journey examined. Research Abstracts from the 2000 NAGC Conference. Washington, DC: National Association for Gifted Children. Darling-Hammond, L. & McLaughlin, M. (1996). Policies that support professional development in an era of reform. In Milbrey W. McLaughlin & Ida Oberman (Eds.), Teacher learning: New policies, new practices (pp. 202-218). New York, NY: Teachers College Press. Fessler, R. (1992). The teacher career cycle. In R. Fessler & J. C. Christensen (Eds.), The teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn & Bacon.

Authors: Johnson, Kathie.
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Selecting a day during the two weeks of concentrated visits for the candidate to
teach.
B. Literature Review:
Best practice research tells us that teachers who mentor and trade professional development
information and ideas are the ones that have the most successful classroom experiences and
provide the best learning experience for their students. Placing pre-service teacher candidates
with these teachers in urban schools allows the future teacher to see first hand the difference that
they can affect.
Allen, L. & Calhoun, E. (1998). Schoolwide action research: Findings from six years of
study. Phi Delta Kappan, 79(9), 706-710.
Berliner, D. (1988, February). The development of expertise in pedagogy. Paper
presented at the meeting of the American Association of Colleges for Teacher
Educators, Phoenix, AZ.
Beasley, K., Corbin, D., Feiman-Nemser, S. & Shank, C. (1996). Making it happen:
Teachers mentoring one another. Theory Into Practice, 35, (3), 158-164.
Brimijoin, K. (2000). The challenges of differentiation for preservice and inservice
teachers: A journey examined. Research Abstracts from the 2000 NAGC
Conference. Washington, DC: National Association for Gifted Children.
Darling-Hammond, L. & McLaughlin, M. (1996). Policies that support professional
development in an era of reform. In Milbrey W. McLaughlin & Ida Oberman
(Eds.), Teacher learning: New policies, new practices (pp. 202-218). New York,
NY: Teachers College Press.
Fessler, R. (1992). The teacher career cycle. In R. Fessler & J. C. Christensen (Eds.), The
teacher career cycle: Understanding and guiding the professional development of
teachers. Boston: Allyn & Bacon.


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