What Counts as Knowledge in Teacher Education (Volume 5)
James Raths, University of Delaware
A volume in the series: Advances in Teacher Education. Editor(s): Diane Yendol-Hoppey, University of North Florida.
Preface. Toward Wisdom through Conversation Across Epistemologies, Christine Sleeter. Education Schools and the Problem of Knowledge, Mary M. Kennedy. Narrative and Neopragmatism in Teacher Education and Research, Gregory J. Cizek. Consensus and the Knowledge Base for Teaching and Teacher Education, Gary R. Galluzo. What Do Critical Ethnographies of Schooling Tell Us about Teacher Knowledge?, Amy C. McAninch. Knowledge of Subject Matter, James D. Raths and Amy C. McAninch. Teacher Education, Knowledge Most Worth, Ellwood P. Cubberley, Joseph A. Stornello.
Web price: $39.09 (Reg. 45.99)
Web price: $73.09 (Reg. 85.99)
- Adult Intentions, Student Perceptions How Restorative Justice is Used in Schools to Control and to Engage
- Dispositions in Teacher Education
- Facing Challenges and Complexities in Retention of Novice Teachers
- Outcomes of High-Quality Clinical Practice in Teacher Education
- Preparing the Next Generation of Teacher Educators for Clinically‐Intensive Teacher Preparation * CALL FOR BOOK CHAPTERS *
- Teacher Beliefs and Classroom Performance The Impact of Teacher Education
- Working Together Enhancing Urban Educator Quality Through School-University Partnerships