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Re-thinking Student Teaching, Supervision and Assessment in a Middle Grades Teacher Licensure Program
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Acheson, K. and Gall, M. (2003). Clinical Supervision and Teacher Development: Preservice and Inservice Applications. Hoboken, NJ: Wiley & Sons. Allsopp, D. H., (2006). 'Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences.' Teacher Education Quarterly 33(1), 19-35.
Argyris, C., and Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Fransico: Jossey-Bass.
Brouwer, N., Korthagen, F. (2005). Can Teacher Education Make a Difference? American Educational Research Journal, 42(1), 153-224
Cochran-Smith, M. (2002). ‘What a difference a definition makes: Highly qualified teachers,scientific research and teacher education. Journal of Teacher Education, 53 (3). 187-189.
Darling-Hammond, L., Hammerness, K.., Grossman, P., Rust, F., and Shulman, L. (2005). ‘TheDesign of Teacher Education Programs,’ In L. Darling-Hammond and J. Bransford (Eds.)Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do.NY: Josey Bass, 390-441.
Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate Peripheral Participation.Cambridge: Cambridge University Press.
Nolan, J. and Hoover, L. (2004). Teacher Supervision and Evaluation: Theory Into Practice. Hoboken, NJ: Wiley & Sons.
Olivia, P and Pawlas, G. (2004). Supervision for Today's Schools. Hoboken, NJ: Wiley & Sons.
Posner, G. (2005) Field Experience: A Guide to Reflective Teaching. Boston: Pearson, 3.
Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.Wagner, T. and Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming ourSchools. N.Y. Josey Bass.
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| | Authors: Gulledge, Suzanne. |
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Acheson, K. and Gall, M. (2003). Clinical Supervision and Teacher
Development: Preservice and Inservice Applications. Hoboken, NJ: Wiley
& Sons.
Allsopp, D. H., (2006). 'Bridging the Gap between Theory and Practice:
Connecting Courses with Field Experiences.' Teacher Education
Quarterly 33(1), 19-35.
Argyris, C., and Schon, D. A. (1974). Theory in practice: Increasing
professional effectiveness. San Fransico: Jossey-Bass.
Brouwer, N., Korthagen, F. (2005). Can Teacher Education Make a
Difference? American Educational Research Journal, 42(1), 153-224
Cochran-Smith, M. (2002). ‘What a difference a definition makes: Highly qualified teachers,
scientific research and teacher education. Journal of Teacher Education, 53 (3). 187-189.
Darling-Hammond, L., Hammerness, K.., Grossman, P., Rust, F., and Shulman, L. (2005). ‘The
Design of Teacher Education Programs,’ In L. Darling-Hammond and J. Bransford (Eds.)
Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do.
NY: Josey Bass, 390-441.
Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate Peripheral Participation.
Cambridge: Cambridge University Press.
Nolan, J. and Hoover, L. (2004). Teacher Supervision and Evaluation:
Theory Into Practice. Hoboken, NJ: Wiley & Sons.
Olivia, P and Pawlas, G. (2004). Supervision for Today's Schools.
Hoboken, NJ: Wiley & Sons.
Posner, G. (2005) Field Experience: A Guide to Reflective Teaching.
Boston: Pearson, 3.
Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Wagner, T. and Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming our
Schools. N.Y. Josey Bass.
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