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One Traditional Teacher Education Program Revises Courses and Field Experiences and Creates Assessment Design
Unformatted Document Text:  Proposal for AACTEJanuary 29 – February 1, 2006 San Diego Education, 54(3), 187-191). Cochran-Smith, M. (2004). Taking Stock in 2004: Teacher education in dangerous times. Journal of Teacher Education, 55(1), 3-7. Darling-Hammond, L., & Young, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. Delpit, L. & Dowdy, J. (Eds.). (2002). The skin that we speak. NY: The New Press.Ennis, C. D., & McCauley, M. T. (2002). Creating urban classroom communities worthy of trust. Journal of Curriculum Studies, 34(2). 149-172. Ferguson, A.A. (2000). Bad boys: Public schools in the making of Black masculinity. Ann Arbor, MI: University of Michigan Press. Hamel, F., & Merz, C. (2005). Reframing accountability: A preservice program wrestles with mandated reform. Journal of Teacher Education, 56(2). 157-167. Howard, G. (1999). We can’t teach what we don’t know. New York: Teachers College Press.Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. The NASSP Bulletin, 86, 16-31. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. Kozol, J. (1992). Savage inequalities: Children in America’s schools. Boston: Houghton Mifflin. Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51,(3), 206-214. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass Publishers. National Commission on Teaching and America’s Future. (1997). Doing what matters most: Investing in quality teaching. New York: NCTAF. Steinberg, L., Brown, B.B. & Dornbusch, S.M. (1996). Beyond the classroom. New York: Simon & Schuster. Sweitzer, H. & King, M. (2004). The successful internship: Transformation and empowerment in experiential learning. Belmont, CA: Thompson Learning. Tate, W.F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice, 34, 166-173. U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge, The Secretary’s annual report on teacher quality. Washington, DC: Author, Office ofPostsecondary Education. Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. (Document R-01-3). Washington, DC: U.S. Department of Education and the Office for Educational Research and Improvement. 4 4

Authors: Smithey, Margaret.
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Proposal for AACTE
January 29 – February 1, 2006 San Diego
Education, 54(3), 187-191).
Cochran-Smith, M. (2004). Taking Stock in 2004: Teacher education in dangerous times.
Journal of Teacher Education, 55(1), 3-7.
Darling-Hammond, L., & Young, P. (2002). Defining “highly qualified teachers”: What does
“scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25.
Delpit, L. & Dowdy, J. (Eds.). (2002). The skin that we speak. NY: The New Press.
Ennis, C. D., & McCauley, M. T. (2002). Creating urban classroom communities worthy of
trust. Journal of Curriculum Studies, 34(2). 149-172.
Ferguson, A.A. (2000). Bad boys: Public schools in the making of Black masculinity. Ann
Arbor, MI: University of Michigan Press.
Hamel, F., & Merz, C. (2005). Reframing accountability: A preservice program wrestles with
mandated reform. Journal of Teacher Education, 56(2). 157-167.
Howard, G. (1999). We can’t teach what we don’t know. New York: Teachers College Press.
Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription.
The NASSP Bulletin, 86, 16-31.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA:
Harvard University Press.
Kozol, J. (1992). Savage inequalities: Children in America’s schools. Boston: Houghton
Mifflin.
Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American
students. Journal of Teacher Education, 51,(3), 206-214.
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse
classrooms. San Francisco: Jossey-Bass Publishers.
National Commission on Teaching and America’s Future. (1997). Doing what matters most:
Investing in quality teaching. New York: NCTAF.
Steinberg, L., Brown, B.B. & Dornbusch, S.M. (1996). Beyond the classroom. New York: Simon
& Schuster.
Sweitzer, H. & King, M. (2004). The successful internship: Transformation and empowerment
in
experiential learning. Belmont, CA: Thompson Learning.
Tate, W.F. (1995). Returning to the root: A culturally relevant approach to mathematics
pedagogy. Theory into Practice, 34, 166-173.
U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge, The
Secretary’s annual report on teacher quality. Washington, DC: Author, Office of
Postsecondary Education.
Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current
knowledge, gaps, and recommendations. (Document R-01-3). Washington, DC: U.S.
Department of Education and the Office for Educational Research and Improvement.
4
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