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Foreword Kenneth M. Zeichner ix
Acknowledgments xiii
Introduction Christopher Bjork D. Kay Johnston Heidi Ross 1
Contested Views of Effectiveness and Professionalism in Undergraduate Institutions 5
Teaching to Higher Standards: From Managing to Imagining the Purposes of Education D. Kay Johnston Heidi Ross 7
Teacher Education in Liberal Arts Institutions: An "Intellectual-Educational" Endeavor Christopher Bjork 11
Standardization and Its Discontents: The Standards Movement and Teacher Education in the Liberal Arts College Environment Irving Epstein 31
Cultivating Liberally Educated Teachers: Distinctive Approaches of Liberal Arts Institutions 51
Working the Tensions: Constructing Educational Studies within a Traditional Liberal Arts Context Alice Lesnick Jody Cohen Alison Cook-Sather 54
"The Power of a Teacher": Teacher Education for Social Justice Lisa Smulyan 80
Looking Back: Liberally Educated Teachers Reflect on Their Education D. Kay Johnston 100
Principles-Based Teacher Education: A Liberal Arts Contribution Vicki Kubler LaBoskey Linda R. Kroll 119
GenerallyEducated Teachers: Engaging the Friction between Local and Global Knowledge Heidi Ross 132
Opportunities and Obstacles for Liberal Arts Programs in Recruiting and Retaining New Teachers 149
Voices from the Field: Viewing Teacher Policy from the Perspective of New York City Teachers Christopher Roellke Jennifer King Rice 151
Urban Hurdles and Creative Strategies: Striving to Teach the Children Susan Riemer Sacks 176
A Distinctive Profile: Liberal Arts Graduates as Teachers Charlotte Mendoza 198
Conclusion D. Kay Johnston Christopher Bjork Heidi Ross 217
About the Contributors 225
Index 227
| Price | Condition | Delivery | Seller | Action |
| $115.82 | Digital |
| WonderClub |
Krystene Hawkes
reviewed Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools on February 20, 2013
Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools
Audience is for college faculty, staff or administration on how to improve outcomes for minority students using noncognitive assessment. Interesting are the variables that correlate with positive outcomes. What's less exciting about this book is that the author self-references his own work constantly and other work cited is mostly in the 1990s. There were a few studies from 200-2002 mentioned, but I find it hard to believe that no research has been conducted in this area in the past 10 years so I was led to believe that it is an outdated lit review. Still a great read however if you are working at a college and in a position to implement research that will improve the outcomes for underrepresented populations.
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Add Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools, Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on t, Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools to the inventory that you are selling on WonderClubX
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Add Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools, Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on t, Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools to your collection on WonderClub |
