Clinical Teacher Education

Reflections From an Urban Professional Development School Network

Edited by:
Chara Haeussler Bohan, Georgia State University
Joyce E. Many, Georgia State University

A volume in the series: Readings in Educational Thought. Editor(s): Chara Haeussler Bohan, Georgia State University. Perry L. Glanzer, Baylor University. Andrew J. Milson, University of North Texas. J. Wesley Null, Baylor University.

Published 2011

Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of professional development school work has resulted in research institutions being slow to fully adopt a clinical teacher education Professional Development School (PDS) network approach across the entirety of their teacher preparation programs. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectations of publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involved in a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation and development, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysis of the strengths and challenges of establishing school-university networks in metropolitan environments.

Many experienced and noteworthy authors contributed to Clinical Teacher Education. The authors hold various administrative and faculty positions in both university and public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, William Curlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, Laura Smith, Susan Swars, Dee Taylor and Brian Williams.

Introduction, Joyce E. Many and Chara Haeussler Bohan. Understanding the Complexities Inherent in Large Scale Implementation of the PDS Model by an Urban Research Institution, Joyce E. Many, Gwen Benson, William Curlette, Susan Ogletree, Mary Deming and Chara Haeussler Bohan. Professional Development Schools: History, Development and Current Research, Susan Ogletree. The Work and Insights of Professional Development School Boundary Spanners in Clinical Teacher Education, Joyce Many, Fisher, Dee Taylor, and Gwen Benson. Possibilities for Clinical Teacher Education: Four Stories of Field-Based Courses Taught at Professional Development School Sites, Mary Ariail, Caitlin McMunn Dooley, Susan Swars, and Laura Smith. Examining PDS Partnerships with Survey Items: Assessing Perception of Fidelity of Implementation Using the NCATE PDS Standards, William L. Curlette and Susan Ogletree. Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDS Network, Donna Adair Breault, Chara Haeussler Bohan, Teresa Fisher, and Joyce E. Many. An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups with Anchor Action Research, William Curlette and August Ogletree. Making a Difference in Teacher Development and High Quality Teaching, Joseph R. Feinberg, Brian Williams, Dee Taylor, Kezia McNeal Curry, Lou Matthews, and Lin Black. Partnership Building in a Context of Change, Joseph Feinberg, Julie Rainer Dangel, and Chara Haeussler Bohan. About the Contributors.