Preparing for Inclusive Teaching
Description
Grounded in the reform effort of a large state university with a history of excellence in teacher education, this book provides teacher educators and institutions with a valuable resource for navigating the choppy waters of reform. Contributors, all involved in the reform process, tell the story of the University of Florida's efforts in the mid-1990s to unify general and special education in its teacher education program. The book examines various aspects of the reform process, explains challenges faced by teacher educators within today's context and particularly within the context of large research institutions, presents strategies leaders use to keep reform on track in spite of challenges, and includes detailed descriptions of the nature and structure of the reformed program. Also included are valuable insights of teacher education experts from other institutions to contextualize the particulars of this reform within the national education and teacher education scenes.
At the University of Florida's School of Teaching and Learning, Elizabeth Bondy is Professor of Elementary Teacher Education and Dorene D. Ross is Professor of Elementary Teacher Education. They are the coauthors (with Diane W. Kyle) of Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods.
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At the University of Florida's School of Teaching and Learning, Elizabeth Bondy is Professor of Elementary Teacher Education and Dorene D. Ross is Professor of Elementary Teacher Education. They are the coauthors (with Diane W. Kyle) of Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods.
Content
Foreword
Catherine Emihovich
Introduction
Elizabeth Bondy, Dorene D. Ross, and Linda Blanton
Part 1: An Introduction to Reform in Teacher Education
1. MAPPING THE REFORM AGENDA IN TEACHER EDUCATION: THE CHALLENGES FOR TEACHER EDUCATORS
Peter L. Rennert-Ariev, Rona Monique Frederick, and Linda Valli
2. BARRIERS TO TEACHER EDUCATION REFORM: LESSONS FROM THE LITERATURE AND FROM EXPERIENCE
Rodman B. Webb
Part 2: Reform at the University of Florida
3. DESCRIPTION OF THE UNIFIED ELEMENTARY SPECIAL EDUCATION PROTEACH PROGRAM
Dorene D. Ross, Holly B. Lane, and Cynthia McCallum
4. DESIGNING THE PROGRAM: AN OVERVIEW OF THE PROCESS
Vivian I. Correa, Dorene D. Ross, and Rodman B. Webb
5. THE FIELD EXPERIENCES: TEACHING IN PARTNERSHIP WITH SCHOOLS AND COMMUNITY
Cynthia C. Griffin, Zhihui Fang, Anne G. Bishop, and Sharen Halsall
6. CROSS-DEPARTMENTAL TEACHING TEAMS
Rodman B. Webb, Dorene D. Ross, and Cynthia McCallum
7. THE UNITED ELEMENTARY PROGRAM: DISCUSSION AND CRITIQUE
Marleen C. Pugach
Part 3: Participant Perspectives
8. COMMUNICATION AND CONFLICT ON THREE TEACHING TEAMS
Mary T. Brownell, James McLeskey, Patricia Ashton, David Hoppey, and Rhonda Nowak
9. LEARNING IN PARTNERSHIPS: THE EXPERIENCE OF STUDENTS, TEACHERS, AND COLLEGE FACULTY
Elizabeth Bondy, Alyson Adams, and Virginia Mallini
10. JOINING THE CONVERSATION ABOUT FAMILIES AND TEACHING: COUNSELOR EDUCATORS' PERSPECTIVES ON TEACHER PREPARATION
Ellen S. Amatea and Joanna Jennie
11. LEARNING FROM STUDENTS' PERSPECTIVES ON COURSES AND FIELD EXPERIENCES
Elizabeth Bondy, Lynne Stafford, and Angela Mott
12. VIEWS FROM THE INSIDE: AN OUTSIDER'S PERSPECTIVE
Renee Tipton Clift
Part 4: Student and Program Evaluation
13. PERFORMANCE ASSESSMENT: OVERVIEW OF CHALLENGES AND DIRECTIONS
Catheryn Weitman
14. PERFORMANCE ASSESSMENT
Sharen Halsall and Theresa B. Vernetson
15. THE ELECTRONIC PORTFOLIO PROJECT
Gail Ring, Sebastian Foti, and Colleen Swain
Part 5: The Reform in Context
16. A SPECIAL EDUCATOR'S REFLECTIONS ON TEACHER EDUCATION REFORM
Linda Blanton
17. A GENERAL TEACHER EDUCATOR'S REFLECTIONS
Alan R. Tom
18. THE UNIFIED ELEMENTARY PROGRAM: RESPONSE FROM A SCHOOL-BASED PERSPECTIVE
Diane W. Kyle and Gayle H. Moore
Epilogue
Elizabeth Bondy and Dorene D. Ross
Appendixes
List of Contributors
Index
