| Description |
1 online resource (xiii, 219 pages) |
| Contents |
The tenets of a new kind of master's degree in education -- Reconfiguring programs in the university context -- Dilemmas with program design -- Addressing dilemmas and sustained challenges-implementing the big ideas -- Evidence of course effectiveness -- Evidence of program effectiveness -- Evidence of effectiveness: portfolio as program pedagogy -- New dimensions of accountability -- New roles for education faculty -- Looking back and looking ahead -- Appendixes: A. ASTL framework of outcomes, courses, performance-based assessments, and NBPTS-related assessment activities -- B. Rubric for multigenre assignment -- C. Rubric for integrative case study -- D. ASTL core self-assessment questionnaire -- E. Rubric for culturally focused action research study -- F. The ASTL professional portfolio |
| Summary |
"Accountability for student's education is a major topic in the news, but what about teacher education? The authors present a plan, supported by research and tested at a large urban campus, for redesigning the master's degree for practicing teachers program to address standards set forth by the National Board"--Provided by publisher |
|
"Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master's level program. Gary R. Galluzzo, Joan Packer Isenberg, C. Stephen Fox, and Rebecca K. Fox White, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master's level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program's design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master's degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America's schools"--Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
|
Print version record |
| Subject |
National Board for Professional Teaching Standards (U.S.)
|
| SUBJECT |
National Board for Professional Teaching Standards (U.S.) fast |
| Subject |
Master of education degree -- United States
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Teachers -- Training of -- Standards -- United States
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EDUCATION -- Professional Development.
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EDUCATION -- Higher.
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EDUCATION -- Research.
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Master of education degree
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Teachers -- Training of -- Standards
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United States
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| Form |
Electronic book
|
| Author |
Galluzzo, Gary R., author.
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Isenberg, Joan P., 1941- author.
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White, C. Stephen, author.
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Fox, Rebecca K., author
|
| LC no. |
2011047877 |
| ISBN |
9781442207240 |
|
1442207248 |
|
1280658290 |
|
9781280658297 |
|
9786613635228 |
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6613635227 |
|
