Rethinking Teacher Preparation Program Design

"This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educator Etta R. Hollins and Connor K. Warner present an approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, and firmly grounded in collaboration between faculty, community members, and other school practitioners"--

Education & Teaching

Hollins, Etta R.

Warner, Connor K.

Higher & Continuing Education

Routledge

This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. 
Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. 
This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.

Teaching to Transform Urban Schools and Communities: Powerful Pedagogy in Practice

For preservice candidates and novice teachers facing the challenges of feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Ruth Hollins builds on previous work to focus on transformative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community. The learning experiences provided in this book guide readers through a sequence of experiences for learning about the local community that include an examination of history and demographics, community resources, local city and federal governance structures, and collaborating with other professionals. Focus Questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-world connections. Designed to enable readers to bridge the gaps between theory and practice and the actual needs of urban students and their communities, this groundbreaking text helps prepare preservice candidates to make a successful transition and aids novice teachers in developing teaching practices that support academic excellence.

Schools & Teaching

Culture in School Learning

Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists. A Companion Website, new for the Third Edition (www.routledge.com/cw/Hollins), provides additional student resources.

Culture in School Learning: Revealing the Deep Meaning

Learning to Teach in Urban Schools

This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.

Learning to Teach in Urban Schools: The Transition from Preparation to Practice

This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds.   To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. They must be able to attend to diversity within and across cultural groups, and validate students' cultural knowledge acquired outside the classroom. To provide equitable access to learning, they must be able to strategically select or develop instructional approaches that build upon their students' learning propensities, cognitive schemata, experiential backgrounds, and perceptions.   The chapter authors in this text present ways of understanding ones' own thinking (metacognition), and ways of thinking about teaching and learning situations and constructing productive strategies. The reader is  engaged in:  *Learning  about the context in which he or she will practice,  *Understanding key aspects of student's cultural and experiential background and learning preferences,  *Exploring ways to bring these factors together in framing and selecting meaningful curriculum content and learning experiences.   The volume is organized into three interrelated sections: Part I presents two approaches to becoming a competent practitioner; Part II offers approaches to developing and using culturally relevant pedagogy; Part III addresses curriculum content and design. Helpful pedagogical features are included to facilitate its use as a textbook: Each of the three main parts begins with an overview that provides an introduction and summary of the main ideas addressed and the relationship among ideas presented by different authors; each chapter opens with focus questions and concludes with suggested learning experiences; chapter-end references may be used to expand the reader's knowledge in specific areas.

Pathways to Success in School: Culturally Responsive Teaching

This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.

Teaching Diverse Populations: Formulating a Knowledge Base (Suny Series, the Social Context of Education)

King, Joyce E.

State Univ of New York Pr

First Published in 2008. Routledge is an imprint of Taylor &amp; Francis, an informa company.

In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features <ul>
<li>Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. </li> <li>Chapter Summaries provide a quick review of the main topics presented. </li> <li>Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. </li> <li>Critical Readings lists extend the text to treat important issues in greater depth.</li> </ul> New in the Second Edition <ul>
<li>New emphasis is placed on the power of social ideology in framing teachers’ thinking and school practices.</li> <li>The relationship of core values and other important social values common in the United States to school practices is explicitly discussed.</li> <li>Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions.</li> <li>Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education.</li> <li>A framework for understanding cultural diversity in the classroom is presented.</li> <li>New emphasis is placed on participating in a community of practice.</li> </ul> This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.

See the best price to sell, buy, or rent books by Hollins, Etta R.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Hollins, Etta R.

See the best price to sell, buy, or rent books by Hollins, Etta R.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Rethinking Teacher Preparation Program Design

Rethinking Teacher Preparation Program Design

Teaching to Transform Urban Schools and Communities: Powerful Pedagogy in Practice

Culture in School Learning: Revealing the Deep Meaning

Culture in School Learning

Learning to Teach in Urban Schools: The Transition from Preparation to Practice

Pathways to Success in School: Culturally Responsive Teaching

Teaching Diverse Populations: Formulating a Knowledge Base (Suny Series, the Social Context of Education)

Culture in School Learning: Revealing the Deep Meaning

Culture in School Learning