This book tells the story of how the education faculty in a small, Midwestern liberal arts college recovered from the loss of its NCATE (National Council for Accreditation of Teacher Education) accreditation. Over a period of ten years, the faculty revitalized, reconceptualized, and redesigned their teacher education program, regaining accreditation in the process. Among the areas addressed are developing a conceptual framework and an assessment plan, the teaching of literacy and writing, field placements, technology integration, creative staffing, and diversity. What emerges is a portrait of a faculty engaged in a vibrant and developmental process of change and reform focused on the preparation of quality teachers for America’s schools.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2004. XXVI, 221 pp., 4 fig., 9 graphs
Contents: Cheryl L. Rosaen: Prologue – Mary Diez: Introduction – Richard J. Mezeske: TE Reform: All This Commotion and Our
Place in It – Jeanine M. Dell’Olio: Developing a Conceptual Framework: Philosophy, Articulation, Alignment, and Coherence
– Nancy L. Cook: The Evolution of Assessment – Richard J. Mezeske: TE Reform: The Problems of Translating Teacher Knowledge
into Teacher Action in the Reading Classroom – Teunis Donk: Learning to Teach Writing: Reforms and the Teacher Candidate –
Susan Cherup/Linda Linklater: Integrating Technology Throughout the Teacher Education Sequence – C. Baars Bultman: Insider/Outsider:
The Ultimate School-College Collaboration – John Yelding: Attracting Minority Candidates to Careers in Teaching – Yooyeun
Hwang: Mentoring the Scholarly Educator – Leslie Wessman/Linda Jordan: Reflections on a Brain-Considerate Approach to Learning
– Ronald Wolthuis: Preparing Preservice Teachers for Teaching At-Risk Children – Jeanine M. Dell’Olio/Richard J. Mezeske:
Evolution: Field Experience and Clinical Practice – Mary Diez: Finding Their Way: Lessons for Teacher Educators.