Centers of Pedagogy Educational Renewal

ISBN-13: 9780787945619 / Angielski / Miękka / 1999 / 288 str.

Robert Patterson; Nicholas M. Michelli; Arturo Pacheco

Opis

From the AgAnda for Education in a Democracy Series

Sponsored by the National Network for Educational Renewal

Afterword by John I. Goodlad

-Everyone wants to transform teacher education. Most agree that transformation can only occur when arts and science faculty, teacher educators, and K-12 practitioners join together. IntAnded for provosts and college deans, school leaders and university faculty, this book provides guidance on achieving that transformation through a structural innovation called a Center of Pedagogy.-

--David G. Imig, chief executive officer, American Association of Colleges for Teacher Education

-From vision to reality--this book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling.-

--Jan Kettlewell, assistant vice chancellor for academic affairs, University System of Georgia

-Administrators and teacher educators interested in and committed to building school-university partnerships ought to read Centers of Pedagogy. It will help dedicated and determined educators committed to systemic change to better respond to the challenges they face.-

--Robert V. Bullough, Jr., professor of educational studies, The University of Utah

This volume in the AgAnda for Education in a Democracy series examines a growing movement of schools and universities collaborating in ways that break down traditional barriers and promote systemic educational renewal. Centers of Pedagogy offers a practical framework for advancing university-school collaboration on educational improvement. The authors draw from their diverse experiences as university deans and focus on the Centers of Pedagogy model, a strategy conceived by John Goodlad and refined by participating institutions in the National Network for Educational Renewal. Under this model, faculty in teacher education, the arts and sciences, and the P-12 schools work together to provide aspiring teachers with a well-rounded education. This collaboration ultimately improves school curricula, teaching practice, and the education of educators. Featuring case examples from a variety of successful partnership programs, this book studies the policies, organizational structures, and other key conditions needed to establish such vital centers.

Recenzje

"Everyone wants to transform teacher education. Most agree that transformation can only occur when arts and science faculty, teacher educators, and K–12 practitioners join together. IntAnded for provosts and college deans, school leaders and university faculty, this book provides guidance on achieving that transformation through a structural innovation called a Center of Pedagogy." ––David G. Imig, chief executive officer, American Association of Colleges for Teacher Education

"From vision to reality––this book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling." ––Jan Kettlewell, assistant vice chancellor for academic affairs, University System of Georgia

"Administrators and teacher educators interested in and committed to building school–university partnerships ought to read Centers of Pedagogy. It will help dedicated and determined educators committed to systemic change to better respond to the challenges they face." ––Robert V. Bullough, Jr., professor of educational studies, The University of Utah

Spis treści

THE CASE FOR CENTERS OF PEDAGOGY.

The Roots of an Idea.

Operating Effective School–University Partnerships.

Centers of Pedagogy: The Concept.

CENTERS OF PEDAGOGY IN PRACTICE.

Montclair State University, New Jersey.

Brigham Young University, Utah.

The University of Texas at El Paso.

DEVELOPING SUCCESSFUL CENTERS OF PEDAGOGY.

Crosscutting Themes: Goals, Principles, and Obstacles.

Current Conditions, Essential Qualities, and Lessons for the Future.

Afterword: The Concept Revisited, John I. Goodlad.

O autorze

ROBERT S. PATTERSON is dean of the David O. McKay School of Education at Brigham Young University in Provo, Utah. NICHOLAS M. MICHELLI is dean of the College of Education and Human Services at Montclair State University in Upper Montclair, New Jersey. ARTURO PACHECO is dean of the College of Education at the University of Texas at El Paso.