By Gary A. Griffin
Explores a selected academic reform attempt, instructor practise partnerships, with targeted awareness to criteria and evaluation.
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Additional resources for Rethinking Standards Through Teacher Preparation Partnerships
1). As university and school faculty create these new models, they do so within existing structures and cultures (including that of standards-based reform) that can constrain or enable innovation, development, and professional dialogue. Standardization or Standards for Professional Practice? ” Images of teachers from the classrooms of our individual and collective histories evoke memories of recitations, requirements, reprimands, and relationships. One often repeated observation is that anyone can teach.
We view our role and the role of our schoolbased colleagues as providing interns with a variety of opportunities to consider 30 RYAN, METCALF-TURNER, AND LARSON the complexity of teaching. We employ many conventional activities such as reflective writing, personal history writing, case studies, and practice teaching, but we also ask our students to participate in a variety of inquiry projects, including action research projects. For example in the professional year, university interns at the secondary level participate in a school-based change project that helps students investigate the culture of schools and the difficulty in making changes in them (Sarason, 1982).
L. (1994). Permission, persistence, and resistance: Linking high school restructuring with teacher education reform. In L. ), Professional development schools: Schools for developing a profession (pp. 74–97). New York: Teachers College Press. This page intentionally left blank. CHAPTER 3 Assessment and Standards for Professional Improvement Walter H. Kimball, Nancy Harriman, and Susie Hanley The University of Southern Maine (USM) is a comprehensive university that serves approximately 10,000 students, the majority of whom are commuters.
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