TED 8270 Syllabus 1

Division: Teacher Education

Program Area: Education Studies

Course Number: TED 8270

CRN:

Course Title: Seminar in the Study of Teacher Education

Course Credit: 3.0 hours

Term/Year: Fall 2016

Course Location: 298 Education

Day/Time: Thursdays, 5:00-7:45pm

Instructor(s): Christopher B. Crowley, Ph.D.

Office Address: 229 Education

Office Hours: By Appointment

Office Phone: 313-577-2552

Email: cbcrowley@wayne.edu

Course Description: This seminar will focus on a variety of issues related to the education of teachers. Issues will address an overview of

the history of teaching and teacher education in the U.S., the current institutional, regulatory and societal contexts of

teacher education; research in teacher education, alternative conceptual and structural approaches to teacher education,

and current controversies and themes in teacher education reform in the U.S. such as debates over teacher quality,

preparing teachers for cultural diversity, and new forms of school and university partnerships in teacher education.

Course Learning Outcomes:

1. Students will critically analyze selected literature in areas of Teacher Education (Evidence in participation of weekly reading discussions, assignments 1, 2, & 3).

2. Students will critique multiple approaches to Teacher Education from the lens of one who is committed to diversity (Evidence in Assignment 1).

3. Students will explore, critique, and synthesize the relevant past and present research endeavors associated with reform efforts that have shaped and continue to shape teacher education (Evidence in assignments #1 & 2)

4. Students will investigate in depth the central ideas of one aspect of Teacher Education and critically analyze its implications (Evidence in assignments #1 & 3)

Required Texts:

Fraser, J.W. (2007). Preparing America’s teachers: A history. New York: Teachers College Press.

Lortie, D. C. (2002). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Recommended Texts:

Darling-Hammond, L. & Baratz-Snowden, J. (2005) (Eds.) A good teacher in every classroom. San Francisco: Jossey-

Bass.

Goodlad, J. (1998) Educational renewal: Better teachers, better schools. San Francisco: Jossey Bass.

Grossman, P. & Loeb, S. (2008) (Eds.). Taking stock: An examination of alternative certification. Cambridge MA:

Harvard Education Press.

TED 8270 Syllabus 2

Course Assignments:

Assignment #1: Weekly Response Papers

Read, reflect, and be prepared to discuss weekly reading assignments. A list of readings is included in this syllabus.

The course instructor may make changes to course readings. For each class session, students will read assigned articles

for the session a write one-page, single-space response paper.

Assignment #2: Research Project Presentations

In anticipation of the focused research project on teacher education that you will complete this semester, you are

expected to prepare a presentation to the class. In your presentation, you should discuss the key ideas underlying the

program, reform network, or issue (what problems is the program or network trying to solve), and your analysis of the

strengths and weaknesses of the program or reform. Engage the class in a discussion of a few of the general issues that

are connected to the reform (e.g., Is a program like Teach for America a good approach to the problem of teacher

shortages in schools in high poverty urban and rural areas? What are some other strategies that could be taken?).

Assignment #3: Focused Project Related to the Education of Teachers

An in-depth investigation of an issue discussed in class or in your group project, an examination of another issue not

addressed in class, a research study that you carry out either on something related to one of the teacher education

programs at WSU, or a self-study of some aspect of your own practice as a teacher educator. Each person will meet

with the instructor to discuss the project. In-class time will be provided to share emerging ideas about the project

plans. Guidelines will be provided and discussed in class.

Grading

The percent of your final grade for each of the requirements is as follows:

Reading Reflections & Discussions 20%

Project Presentations 30%

Focused Project Related to the Education of Teachers 50%

Total 100%

Graduate

A = 93 – 100 B+ = 87 – 89 C+ = 77 – 79

A- = 90 – 92 B = 83 – 86 C = 73 – 76

B- = 80 – 82 F = 72% or below

Class Policies:

This course is organized around dynamic, whole-class and small-group discussion and activity. Reading and

writing about your understandings before class will facilitate critical reflection in class. Therefore, solid

preparation and lively participation are essential features of the course. Students are expected to complete weekly

course readings thoroughly and thoughtfully as well as participate consistently in class discussions and activities.

Students are expected to attend all class sessions and are advised to notify the instructor of absences by email, in

advance if possible.

Missed class sessions and/or late arrivals will have a deleterious effect on the student’s overall course grade. Because much of the class will involve working collaboratively, attendance is important for both for what you will

learn and what you will contribute in terms of other students’ learning. For that reason, attendance is part of your

grade. Any absences that total more than two classes will result in reduction of your grade by a letter grade. Partial

absences (arriving late, leaving early) are counted. More than three absences will result in the automatic failure of

the course.

All work is to be submitted on time. Students who are unable to meet a deadline should discuss the issue with the

instructor well before the due date. Late assignments will not receive full credit.

All assignments must be typed with one-inch margins and in 12-point serif-type font, and submitted in a Word

document (*.doc or *.docx) with numbered pages. Single- or double-spacing varies by assignment. The style

format of the American Psychological Association (APA) should be used wherever possible. Electronic

submissions should have a file name that begins with the student’s last name and ends with the assignment (e.g.,

Name_Assn1.docx).

Use of technology (i.e., laptops, iPhones, iPads, etc.) during class should foster engagement in the course rather

than distract from it. Students consistently distracted from full participation during class by electronic devices will

TED 8270 Syllabus 3

be asked not to use them. Please silence all ringers during class.

The Writing Center (2nd floor, UGL)

The WSU Writing Center provides individual tutoring consultations free of charge for both graduate and

undergraduate Wayne State University students. The Writing Center serves as a resource for writers, providing

tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment

or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing

Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the

process of academic writing, from developing an idea to correctly citing sources. To make an appointment, consult the

Writing Center website: http://www.clas.wayne.edu/writing/. To submit material for online tutoring, consult the

Writing Center HOOT website (Hypertext One-on- One Tutoring) http://www.clas.wayne.edu/unit-

inner.asp?WebPageID=1330

Academic Dishonesty / Plagiarism:

The College of Education has a “zero tolerance” approach to plagiarism and other forms of academic dishonesty. (See

Student Code of http://doso.wayne.edu/assets/codeofconduct.pdf). Plagiarism includes copying material (any more

than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting

authors through citations. It can be deliberate or unintended. Specific examples of academic dishonesty, including

what constitutes plagiarism, can be found in the University’s Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-

output/index.html) and Graduate Catalog (http://www.bulletins.wayne.edu/gbk-output/index.html) under the heading

“Student Ethics.” These university policies are also included as a link on Blackboard within each course in which

students are enrolled. It is every student’s responsibility to read these documents to be aware which actions are defined

as plagiarism and academic dishonesty. Sanctions could include failure in the course involved, probation and

expulsion, so students are advised to think carefully and thoroughly, ask for help from instructors if it is needed, and

make smart decisions about their academic work.

For more information, view the library’s video entitled Are You Sure You Aren’t Plagiarizing? located at this web

address: http://www.lib.wayne.edu/blog/?p=3827

Teacher Education Grading Policy

The Teacher Education faculty members strive to implement assessment measures that reflect a variety of strategies in

order to evaluate a student's performance in a course. For undergraduates and post- bachelor students C grades will be

awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and

A grades will be reserved for outstanding performance. For graduate students B grades will be awarded for satisfactory

work that satisfies all course requirements; B+, grades will be awarded for very good work, and A grades will be

reserved for outstanding performance. Please note that there is a distribution of grades from A-F within the College of

Education and that plusses and minuses are recorded and distinguish distinct grade point averages.

Withdrawal Policy:

Students must add classes no later than the end of the first week of classes. This includes online classes. Students

may continue to drop classes (with full tuition cancellation) through the first two weeks of the term.

Students who withdraw from a course after the end of the 5th week of class will receive a grade of WP, WF, or WN.

o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal

is requested

o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is

requested

o WN will be awarded if no materials have been submitted, and so there is no basis for a grade

Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the

withdrawal request before it becomes final, and students should continue to attend class until they receive notification

via email that the withdrawal has been approved.

Beginning the fifth week of class students are no longer allowed to drop but must withdraw from classes. The last day

to withdraw will be at the end of the 10th full week of classes. The withdrawal date for courses longer or shorter than

the full 15-week terms will be adjusted proportionately.

See the university webpage for full details: http://reg.wayne.edu/students/information.php

TED 8270 Syllabus 4

Attention Students with Disabilities:

If you have a documented disability that requires accommodations, you will need to register with Student Disability

Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is

located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS

telephone number is 313-577-1851 or 313-202-4216 (video phone). Once you have your accommodations in place, I

will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability

Services’ mission is to assist the university in creating an accessible community where students with disabilities have

an equal opportunity to fully participate in their educational experience at Wayne State University.

Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability

or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your

accommodation letters as early in the semester as possible.

Religious Observance Policy:

Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the

Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect

the faith and religious obligations of the individual. Students who find that their classes or examinations involve

conflicts with their religious observances are expected to notify their instructors well in advance so that alternative

arrangements as suitable as possible may be worked out.

Teacher Education Policy Statement on Graduate Student Dispositions and Academic Progress

Professionalism

Students admitted to a graduate program within the Division of Teacher Education are expected to conduct themselves

professionally. The graduate student must exhibit personal and professional behaviors, including but not limited to

integrity, honesty, and respect for others. Individuals must use practical judgment to determine how to behave in a

variety of situations. In classes, students are expected to give and accept constructive feedback. In addition, they are

expected to take an active role in their learning and contribute to the learning of their peers.

Professional Expectations

Developing professionalism is one of the skills that the division emphasizes. The degree of professionalism that

students develop in all of their interactions in the Wayne State University community will impact their ability to

achieve their goals both in Teacher Education and in their career.

The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice

and support student learning.

The teacher understands the expectations of the profession including codes of ethics, professional standards

of practice, and relevant law and policy.

Academic Standards and Requirements

Graduate students must make consistent and adequate progress toward degrees, endorsements, and/or certifications in

their programs. In an effort to ensure program integrity in the Teacher Education Division, students must adhere to

professional expectations and meet the following standards and requirements:

Students who receive two grades of C+ or below will not be permitted to complete the program.

Repeating courses to improve grades is only permitted once.

Grade Point Averages must be 3.0 or higher for the coursework that is on the Plan of Work.

The Plan of Work must be completed in the first semester after being admitted into the program for master

level students and before 18 credits for doctoral level students.

Students must meet with academic faculty advisors on a regular basis. Doctoral students must complete an

Annual Review and an Individual Development Plan (IDP).

TED 8270 Syllabus 5

Class Schedule:

SESSION 1- 9/1

Introduction, Course Overview, and Identification of Critical Issues.

SESSION 2- 9/8

The Current Context for Teacher Education in the U.S.

Wilson, S., & Tamir, E. (2008). The evolving field of teacher education. In M. Cochran-Smith, S. Feiman-Nemser, &

D.J. McIntyre (Eds.), Handbook of research on teacher education (2nd ed., pp. 908-935). New York: Routledge.

Zeichner, K. (2003). The adequacies and inadequacies of three current strategies to recruit,

prepare and retain the best teachers for all students. Teachers College Record, 105(3), 490-515 (This was also

published in K. Zeichner (2009) Teacher education and the struggle for social justice. New York: Routledge).

Labaree, D. (2004). Teacher education in the present: The peculiar problem of preparing teachers. In D. Labaree The

trouble with ed schools. (pp. 39-61; 212-213). New Haven: Yale University Press.

Media Artifacts:

Vedder, R, (September 21, 2011). Who should educate the educators? The Chronicle of Higher Education,. Retrieved

from http://chronicle.com on 9/21/11.

Kristof, N. (April 30, 2006). Opening classroom doors. New York Times Op Ed.

Retrieved from www.nytimes.org on 4/30/2006.

Will, G.F. (January 16, 2006). Ed schools vs. education. Newsweek. Retrieved from

http://www.thedailybeast.com/newsweek.html on August 15, 2008.

“Refocusing the teacher-quality debate” Seattle Times editorial

10/7/11. http://seattletimes.nwsource.com/html/editorials/2016429108_edit07rules.html

Hartocollis, A. (2005, July 31). Who needs education schools? New York Times

Education Life, pp. 24-28.

Arnett, T. (2015). Fixing teacher education. Education Next http://educationnext.org/fixing-teacher-education/

SESSION 3- 9/15

The Historical Development of Teacher Education in the U.S.

Fraser, J. W. (2007). Preparing America’s teachers: A history. New York: Teachers College Press.

SESSION 4- 9/22

Agendas for Reform: The Professionalization Agenda

Sykes, G. (2004) “Cultivating teacher quality: A brief for professional standards.” In F. Hess, A. Rotherham, K. Walsh

(Eds.) A qualified teacher in every classroom? (pp. 177-200). Cambridge, MA: Harvard Education Press.

Darling-Hammond, L., Chung Wei, R., & Johnson, C.M. (in press). Teacher preparation and teacher learning: A

changing policy landscape. In G. Sykes, B. Schneider, & D. Plank (Eds.). AERA handbook on education policy. New

York: Routledge.

Rennert-Ariev P. (2008). The hidden curriculum of performance-based teacher education. Teachers College Record,

TED 8270 Syllabus 6

110(1), 105-138.

Recommended:

Darling-Hammond, L. & Baratz-Snowden, J. (2005) (Eds.) A good teacher in every classroom. San Francisco: Jossey-

Bass.

Media Artifacts: Levine, A. (2011, May 8th). The new normal of teacher education. The Chronicle of Higher Education. Retrieved

from http://chronicle.com/article/The-New-Normal-of-Teacher/127430/

SESSION 5- 9/29

The Deregulation Agenda

Hess, F. (2001). Tear down the wall: The case for a radical overhaul of teacher certification. Washington, DC:

Progressive Policy Institute.

Walsh, K. (2004) “A candidate-centered model for teacher preparation and licensure.” In F. Hess, A. Rotherham, &

K. Walsh (Eds.) A qualified teacher in every classroom? (pp. 223-254). Cambridge, MA: Harvard Education Press.

Baines, L. (2006). The transmorgrification of teacher education. The teacher educator, 42(2), 140-156.

Schorr, J. (2012). A revolution begins in teacher education. Stanford Social Innovation Review.

http://www.ssireview.org/articles/entry/a_revolution_begins_in_teacher_prep

Gastic, B. (2014). Closing the opportunity gap: Preparing the next generation of effective teachers. In F.M. Hess &

M.Q. McShane (Eds). Teacher quality 2.0. (pp. 91-108). Cambridge, MA: Harvard Education Press.

TNTP (2014). Fast start: Training better teachers faster with focus, practice and feedback. Retrieved from

http://tntp.org/assets/documents/TNTP_FastStart_2014.pdf August 10, 2014.

Zeichner, K. & Pena-Sandoval, C. (2015). Venture philanthropy and teacher education policy in the U.S.: The role of

the New Schools Venture Fund. Teachers College Record, 117(6), 1-44. Retrieved from

http://www.tcrecord.org/content.asp?contentid=17539 on May 10, 2014.

Media Artifacts:

Keller, B. (October, 2013). An industry of mediocrity. The New York Times. Retrieved from

http://www.nytimes.com/2013/10/21/opinion/keller-an-industry-of-mediocrity.html?_r=0 on October 20, 2013.

Otterman, S. (July 21,2011). Ed schools’ pedagogical puzzle. New York Times. Retrieved from www.nytimes.com on

7/21/11.

Sawchuk, S. (August 5, 2011). N.Y. thinks outside the teacher education box. Education Week. Retrieved from

www.edweek.org on 8/15,2011.

Smith, M. & Pandolfo, N. (2011, November 26th). For-profit certification for teachers is booming. New York Times.

Retrieved from www. Nytimes.com on 11/26,2011.

SESSION 6 -10/6

External and Internal Critiques of College and University-Based Teacher Education

Steiner, D. & Rozen, S. (2004) “Preparing tomorrow’s teachers: An analysis of syllabi from a sample of America’s

Schools of Education.” In F.Hess, A. Rotherham, & K. Walsh (Eds.) A qualified teacher in every classroom? (pp. 119-

148). Cambridge, MA: Harvard Education Press.

TED 8270 Syllabus 7

Levine, A. (September, 2006). Educating school teachers. The Education Schools Project.

http://www.edschools.org/pdf/Educating_Teachers_Report.pdf.

Walsh, K.; Glaser, D.; & Dunne Wilcox, D. (May 2006). What education schools aren’t teaching about reading and

what elementary teachers aren’t learning. Washington, DC: National Council on Teacher Quality.

Greenberg, J. & Walsh, K. (June, 2008). No common denominator: The preparation of elementary teachers in

mathematics by America’s education schools. (Executive Summary). Washington, D.C: National Council on Teacher

Quality.

National Council on Teacher Quality (June, 2014). Teacher prep review: A review of the nation’s teacher preparation

programs. Washington, D.C: Author and Linda Darling-Hammond’s response to the first NCTQ teacher preparation

review in 2013. Darling-Hammond, L. (June 2014).

http://www.nctq.org/dmsStage/Teacher_Prep_Review_2014_Report

Levine, A. (September, 2006). Educating school teachers. The Education Schools Project. (Executive Summary).

http://www.edschools.org/pdf/Educating_Teachers_Exec_Summ.pdf

or

Educating school teachers. The Education Schools Project.

http://www.edschools.org/pdf/Educating_Teachers_Report.pdf .

Zeichner, K. & Conklin, H. (in press). Beyond knowledge ventriloquism and echo chambers: Improving the quality of

the debate in teacher education. Teachers College Press.

https://education.uw.edu/sites/default/files/profiles/documents/zeichner/Zeichner%20TCRFINAL.pdf

Media Artifacts:

Matthews, J. (October 1, 2010). Ed school professors resist teaching practical skills. Washington Post. Retrieved from

http://voices.washingtonpost.com/classstruggle on 10,2/2010.

Ramirez, E. (May 5, 2009) What you should consider before education graduate school.

http://www.usnews.com/education/blogs/on-education/2009/03/25/what-you-should-consider-before-education-

graduate-school

Banchero, S. (June 18, 2013) Teacher training’s low grade. Wall Street Journal.

http://online.wsj.com/article/SB10001424127887323836504578551904167354358.html

The Role of the American Legislative Exchange Council-Model Bills in teacher education such as the Alternative

Certification Act.

http://alecexposed.org/w/images/8/85/2F0-Alternative_Certification_Act_Exposed.pdf

The National Teacher Certification Fairness Act

http://alecexposed.org/w/images/b/b9/2F3-National_Teacher_Certification_Fairness_Act_Exposed.pdf

SESSION 7– 10/13

The Study of the Education of Educators

Lortie, D. C. (2002). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

SESSION 8- 10/20

The Social Justice Agenda

Banks, J.; Cochran-Smith, M.; Moll, L.; Richert, A. & Zeichner, K.; LePage, P. Darling-Hammond, L. & Duffy, H.

(2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.). Preparing teachers for a changing

TED 8270 Syllabus 8

world. (pp. 232-274). San Francisco: Jossey-Bass.

Zeichner, K. & Flessner, R. (in press). Educating teachers for social justice. In K. Zeichner Teacher education and the

struggle for social justice. New York: Routledge.

Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. In

A. Iran-Najed & P. David Pearson (Eds.). Review of Research in Education, 24, (pp. 211-247). Washington DC:

American Educational Research Association.

Crowley, C. B., & Apple, M. W. (2009). Critical democracy in teacher education. Teacher Education & Practice, 22

(4), 450-453.

Villegas, A.M. (2009). Diversity and teacher education. In M. Cochran-Smith, S. Feiman-Nemser & D.J. McIntyre

(Eds). Handbook of research in teacher education. (3rd edition, pp. 551-558). New York: Routledge.

Sleeter, C. (2008). Preparing white teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D.J.

McIntyre (Eds.). Handbook of research on teacher education (3rd edition, pp. 559-582). New York: Routledge.

Villegas, A.M. & Davis, D.E. (2008). Preparing teachers of color to confront racial/ethnic disparities in educational

outcomes. In M. Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds.). Handbook of research on teacher

education (3rd edition, pp. 583-605). New York: Routledge.

Lucas, T. & Grinberg, J. (2008). Responding to the linguistic diversity of mainstream classrooms. In M. Cochran-

Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds). Handbook of research on teacher education (3rd edition, pp. 606-

636). New York: Routledge.

Conklin, H.G. (2008). Modeling compassion in critical, justice-oriented teacher education. Harvard Educational

Review, 78 (4), 652-674.

Cochran-Smith, M. et.al. (2009). Good and just teaching: The case for social justice in teacher education. American

Journal of Education, 115, 347-377.

Villegas, A.M. & Irvine, J.J. (2010). Diversifying the teaching force: An examination of major arguments. Urban

Review, 42, 175-192.

Bartolme, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review,

64(2), 173-194.

Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review,70(2),

157-190.

Lowenstein, K. (2009). The work of multicultural teacher education: Reconceptualizing white teacher candidates as

learners. Review of Educational Research, 79(1). 163-196.

McIntyre, A. (2002). Exploring whiteness and multicultural education with prospective teachers. Curriculum Inquiry,

32(1), 31-49.

Pollock, M.; Dickman, S,; Mira, M. & Shalaby, C. (2010). “But what can I do?”: Three necessary tensions in teaching

teachers about race. Journal of Teacher Education, 61(3), 211-224.

Philip, T. (2014). Programs of teacher education as mediators of white teacher identity. Teaching Education, 25 (1), 1-

23.

SESSION 9-10/27

Community-Based Learning and the Development of Culturally Responsive Teachers.

TED 8270 Syllabus 9

Seidel, B. (2007). Working with communities to explore and personalize culturally relevant pedagogies. Journal of

Teacher Education, 58(2), 168-183.

McIntyre, A. (2003). Participatory action research and urban education: Reshaping the teacher preparation process.

Equity and Excellence in Education, 36(1), 28-39.

Koerner, M., & Abdul-Tawwab, N. (2006). Using the community as a resource for teacher education: A case study.

Equity and Excellence in Education, 39,37-46.

Lucas, T. (2005). Fostering a commitment to social justice through service learning in a teacher education course. In

N. Michelli & D.L. Keiser (Eds.). Teacher education for democracy and social justice. (pp. 167-188). New York:

Routledge.

SESSION 10-11/3

No Class – American Educational Studies Association (AESA) Annual Conference

SESSION 11- 11/10

The Role of Teaching Practice in Teacher Preparation

Ball, D.L. & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of

professional education. In L. Darling-Hammond & G. Sykes (Eds.). Teaching as the learning profession: Handbook of

policy and practice. (pp. 3-32). San Francisco: Jossey-Bass.

Post, L.; Pugach, M.; Harris, S.; & Hedges, M. (2006). The teachers-in-residence program: Veteran teachers as teacher

leaders in boundary spanning roles. In K. Howey & N. Zimpher (Eds). Boundary spanners. (pp. 213-236).

Washington, DC: American Association of State Colleges and Universities.

Dewey, J. (1904/1965). The relation of theory to practice in education. In M. Borrowman (Ed.). Teacher education in

America: A documentary history. In M. Borrowman (Ed.). Teacher education in America: A documentary history. (pp.

140-171). New York: Teachers College Press. (Originally published in the Third yearbook of the National Society for

the Study of Education, pp. 9-30).

Carnegie Foundation for the Advancement of Teaching Quest Project---

http://www.carnegiefoundation.org/programs/index.asp?key=34

Reforming Teacher Education through Professional Development Schools

Stoddart, T. (1995) The professional development school: Building bridges between cultures. In H. Petrie (Ed.)

Professionalization, partnership, and power: Building professional development schools. (pp. 41-59), Albany, NY:

SUNY Press.

Teitel, L. (2002) Changing teacher education through professional development school partnerships: A five-year

follow-up study. Teachers College Record, 99, (2), 311-334.

Whitford, B.L. & Metcalf-Turner, P. (1999) Of promises and unsolved puzzles: Reforming teacher education with

professional development schools. In G. Griffin (Ed.) The education of teachers (pp. 257- 278). Chicago: University of

Chicago Press.

Zeichner, K. (2009). Professional development schools in a culture of evidence and accountability. In K. Zeichner

Teacher education and the struggle for social justice. New York: Routledge. (also published in 2007 in School-

University Partnerships 1(1), 9-17).

TED 8270 Syllabus 10

SESSION 12- 11/17

Research Project Presentations

NO CLASS SESSION 11/24

Thanksgiving break

SESSION 13-12/1

Alternative Pathways to Teaching

Crowley, C. B. (2016). Teach For/Future China and the politics of alternative teacher certification programs in China.

In L. Lim & M. W. Apple (eds.), The Strong State and Curricular Reform: Assessing the Politics and Possibilities of

Educational Change in Asia. (pp. 131-147). New York: Routledge.

Boyd, D. et.al. (2008). Surveying the landscape of teacher education in New York

City: Constrained variation and the challenge of innovation. Educational Evaluation and Policy Analysis, 30(4), 319-

343.

Walsh, K.& Jacobs, S. (September,2007). Alternative certification isn’t alternative. Washington, D.C: National Center

for Teacher Quality.

Recommended:

Grossman, P. & Loeb, S. (2008) (Eds.). Taking stock: An examination of alternative certification. Cambridge MA:

Harvard Education Press.

Media Artifacts:

Mader, J. (2015) New online credential program aims to turn out 10,000 teachers in the next five years. The Hechinger

Report http://hechingerreport.org/new-online-credential-program-aims-to-turn-out-10000-new-teachers-in-the-next-

five-years/

Lynch, D. It’s time for new ideas in teacher training. Education Week 2/7/12

http://www.edweek.org/ew/articles/2012/02/08/20lynch.h31.html?tkn=RNSFsTI16PWroAdkA7kt4SQ2BDm5qcWrW

Piy&intc=es

Decker, G. Pioneers in teacher prep chart changes in training landscape. Gotham Schools. Retrieved from http://

gothamschools.org. on 12/5/2011.

Fensterwald, J. (July, 2012) Aspire to expand residency program for teachers in training. ED Source.

http://www.edsource.org/today/2012/aspire-to-expand-residency-program-for-teachers-in-training/18172.

Burris, CC. Some scary training for teachers. Washington Post, 7/26/12

http://www.washingtonpost.com/blogs/answer-sheet/post/some-scary-training-for-

teachers/2012/07/25/gJQAzXyJAX_blog.html

SESSION 14- 12/8

Research in Teacher Education.

Cochran-Smith, M. & Fries, K. (2008). Research on teacher education: Changing times, changing paradigms. In M.

Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds.). Handbook of research on teacher education. (3rd edition,

pp. 1050-1093). New York: Routledge.

TED 8270 Syllabus 11

Grossman, P. & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education.

American Educational Research Journal, 45(1), 184-205.

Zeichner, K. (2005) “A research agenda for teacher education.” In M. Cochran-Smith & K. Zeichner (Eds.) Studying

teacher education. (pp.737-760). Mahwah, N.J.: Lawrence Erlbaum.

TED 8270 Syllabus 12

SOME POSSIBLE TOPICS FOR COURSE PROJECT

The Characteristics of Effective Teacher Education Programs Zeichner, K. & Conklin, H. (2008). Teacher education programs as sites for teacher preparation. In M. Cochran-Smith,

S. Feiman-Nemser and D.J. McIntyre (Eds) Handbook of research on teacher education. (3rd ed). (pp. 269-289). New

York: Routledge.

Kennedy, M. (1998). Learning to teach writing: Does teacher education make a difference? New York Teachers

College Press.

Howey, K. & Zimpher, N. (1989). Profiles of pre-service teacher education: Inquiries into the nature of programs.

Albany: SUNY Press.

Darling-Hammond, L. (2006). Powerful teacher education programs. San Francisco: Jossey Bass.

Humphrey, D.; Wechsler, M. & Hough, H. (2008). Characteristics of effective alternative certification programs.

Teachers College Record Volume 110 Number 1, 2008, p. 1-63.

Boyd, D. et.al. (2008). Surveying the landscape of teacher education in New York City: Constrained variation and the

challenge of innovation. Educational Evaluation and Policy Analysis, 30(4), 319-343.

Renewing Teacher Education Programs

Carroll, D. et.al. (2007). Transforming teacher education: Reflections from the field. Cambridge MA: Harvard

Education Press.

Hammerness, K.; Darling-Hammond, L.; Grossman, P.; Rust, F. & Shulman, L. (2005). Implementing curriculum

renewal in teacher education: Managing organizational and policy change. In L. Darling-Hammond & J. Bransford

(Eds.). Preparing teachers for a changing world.(pp. 442-479). San Francisco: Jossey-Bass.

Peck, C.; Gallucci,, C. & Sloan, T. (2010). Negotiating implementation of high-

stakes performance assessment policies in teacher education: From compliance to inquiry. Journal of Teacher

Education 61(5), 451-463.

The National Board for Professional Teaching Standards-

a national certification of advanced teaching competence. (www.nbpts.org). Here is a link to studies on the NBPTS on

their website (http://www.nbpts.org/resources/research/browse_studies

Here is the link to the National Academy of Sciences report on the NBCTS. The pdf. Download is free-

http://www.nap.edu/catalog.php?record_id=12224

Hakel, M.D.; Koenig, J,A.; & Elliott, S.W. (June, 2008). Assessing accomplished teaching: Advanced level

certification programs. Committee on Evaluation of Teacher Certification by the National Board for Professional

Teaching Standards. Washington, DC: National Academies Press.

Research in Teacher Education (AERA and National Academy of Education syntheses and recommendations).

Cochran-Smith, M. & Fries, K. (2008). Research on teacher education: Changing times, changing paradigms. In M.

Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds.). Handbook of research on teacher education. (3rd edition,

pp. 1050-1093). New York: Routledge.

National Research Council (2010). Preparing teachers: Building evidence for sound policy. Washington, D.C:

National Academies Press.

Zeichner, K. (2005) “A research agenda for teacher education.” In M. Cochran-Smith

& K. Zeichner (Eds.) Studying teacher education. (pp.737-760). Mahwah, N.J.: Lawrence Erlbaum.

TED 8270 Syllabus 13

Making Teaching Practice the Focus of Teacher Education (“Practice-Based Teacher Education”).

Ball, D. & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of

professional education. In L. Darling-Hammond & G. Sykes (Eds). Teaching as a learning profession. (pp.. 3-32). San

Francisco: Jossey-Bass.

Ball, D. & Forzani, F.M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher

Education, 60(5), 497-511.

Bartolme, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review,

64(2), 173-194.

Forzani, F. (2014). Understanding “core practices” and performance-based teacher education: Learning from the past.

Journal of Teacher Education, 65(4), 357-368.

Grossman, P.; Hammerness, K. & McDonald, M. (2009). Redefining teaching, re-imagining teacher education.

Teachers and Teaching, Theory and Practice. 15(2), 273-289.

Kazemi, E.; Franke, M.; & Lampert, M. (2009). Developing pedagogies in teacher education to support novice

teachers’ ability to enact ambitious teaching. In Proceedings of the 32nd annual conference of the Mathematics

Education Research Group of Australasia. http:/sitemaker.umich.edu/ltp/resources_publications.

Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education,

61(1-2), 21-34.

McDonald, M. ; Kazemi, E. & Kavanaugh, S. (2013). Core practices and pedagogies of teacher education. Journal of

Teacher Education, 64(5), 378-386.

Hiebert J. & Morris, H. (2012). Teaching rather than teachers as a path toward improving classroom instruction.

Journal of Teacher Education. 63920. 92-102.

Windschitl, M.; Thompson, J. & Braaten, M. (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-

supported collaborative inquiry into practice and why? Teachers College Record, 113(7), 1311-1360.

Zeichner, K. (2012). The turn once again to practice-based teacher education. Journal of Teacher Education.63(5),

376-382.

Matsko, K.K. & Hamerness, K. (2013). Unpacking the urban in urban education: Making the case for context specific

preparation. Journal of Teacher Education. 65(2). 128-144.

Research on Alternative Pathways into Teaching

Goldhaber, D. & & Cowan, J. (2014) Excavating the teacher pipeline: Teacher preparation programs and teacher

attrition. Journal of Teacher Education. Retrieved from

http://jte.sagepub.com.offcampus.lib.washington.edu/content/early/2014/07/08/0022487114542516.full.pdf+html on

September 10, 2014.

Johnson, S.M.; Birkeland, S.E. & Peske, H.G. (2005, September). A difficult balance: Incentives and quality control in

alternative certification programs. Harvard University Graduate School of Education, The Next Generation of

Teachers Project. Retrieved from http://www.gse.harvard.edu/~ngt/ on March 15, 2007.

Hellig, J.V. & Jez, S.J. (2010, June). Teach for America a review of the evidence. Boulder, CO: Education and the

Public Interest Research Center.

Kovacs, P. (2011) Teach for America research questioned. Printed by V. Strauss in the Washington Post 12/13/2011.

http://www.washingtonpost.com/blogs/answer-sheet/post/teach-for-america-research-

questioned/2011/12/12/gIQANb40rO_blog.html.

TED 8270 Syllabus 14

Zeichner, K. & Conklin, H. (2005). Teacher education programs. In M. Cochran-Smith & K. Zeichner (Eds). Studying

teacher education. (pp. 645-736). New York: Routledge.

National Research Council (2010). Preparing teachers: Building evidence for sound policy. Washington, D.C:

National Academies Press.

Veltri, B.T. (2010). Learning on other people’s kids: Becoming a Teach for America teacher. Charlotte: Information

Age Publishing Co.

Decker, P.T.; Mayer, D.P. & Glazerman, S. (2006). Alternative routes to teaching: The impact of Teach for America

on student achievement and other outcomes. Journal of Policy Analysis and Management, 25(1), 75-96.

Laczko_Kerr, I. & Berliner, D. (2002). The effectiveness of “Teach for America” and other undercertified teachers on

student achievement: A case of harmful policy. Educational Policy Analysis Archives, 10(37).

http://epaa.asu.edu/ojs/article/view/642

Darling-Hammond, L.; Holtzman, D.J.; Gatlin, S.J.; & Heilig, J.V. (2005). Does teacher preparation matter? Evidence

about teacher certification, Teach for America, and teacher effectiveness. Educational Policy Analysis Archives,

13(42).

Constantine, J. et.al. (2009, February). An evaluation of teachers trained through different routes to certification:

Final report. Washington, DC: U.S. Department of Education.

Corcoran, S. & Jennings, J. (2010) (Eds). Evaluation of teachers trained through different routes to certification. In K.

Weiner, P. Hinchey, A. Molnar & D. Weitzman (Eds). Think tank research quality: Lessons for policymakers, the

media, and the public. (pp. 281-300). Charlotte: Information Age Publishing.

Humphrey, D. & Wechsler, M.(2007). Insights into alternative certification: Initial findings from a national study.

Teachers College Record, 109(3), 483-530.

Humphrey, D.; Wechsler, M. & Hough, H. (2008). Characteristics of effective alternative certification programs.

Teachers College Record Volume 110 Number 1, 2008, p. 1-63.

Online teacher education programs (e.g., USC, University of Phoenix, Western Governor’s University, etc.).

These programs and others are examples of those that are currently operation in the US. You could also look more

generally at the use of distance-based learning in teacher education such as what are considered to be best practices,

examples of programs that have been seen as exemplary (e.g., TESSA). Another approach here would be to look at

some of the online work that is used in teacher education programs in Wayne State programs.

Reforming Teacher Education through Professional Development Schools/The Current “Clinical Revolution”

in Teacher Education. Cornbleth, C. (2010). Institutional habitus as the de facto diversity curriculum of teacher education. Anthropology and

Education, 41(3), 280-297.

Ellis, V. (2010). Impoverishing experience: The problem of teacher education in England. Journal of Education for

Teaching, 36(1), 105-120.

Neopolitan, J. (2011) (Ed.). Taking stock of professional development schools: What’s needed now? New York:

Teachers College Press.

Stoddart, T. (1995) The professional development school: Building bridges between cultures. In H. Petrie (Ed.)

Professionalization, partnership, and power: Building professional development schools. (pp. 41-59), Albany, NY:

SUNY Press.

Teitel, L. (2002) Changing teacher education through professional development school partnerships: A five-year

follow-up study. Teachers College Record, 99, (2), 311-334.

TED 8270 Syllabus 15

Whitford, B.L. * Metcalf-Turner, P. (1999) Of promises and unsolved puzzles: Reforming teacher education with

professional development schools. In G. Griffin (Ed.) The education of teachers (pp. 257- 278). Chicago: University of

Chicago Press.

Zeichner, K. (2009). Professional development schools in a culture of evidence and accountability. In K. Zeichner

Teacher education and the struggle for social justice. (pp.44-53). Routledge: New York.

Zeichner, K. & Bier, M. (2013). The turn toward practice and clinical experiences in U.S. teacher education. Beitrage

Zur Lehrerbildung, 30(2) (Swiss Journal of Teacher Education), 153-170. (Published in English).

Community-Based Learning and the Development of Culturally Responsive Teachers. Gallego, M. (2001). Is experience the best teacher? The potential of coupling classroom and community-based

experiences. Journal of Teacher Education, 52(4), 312-325.

Hyland, N. & Meacham, S. (2004). Community knowledge-centered teacher education: A paradigm for socially just

educational transformation. In J. Kincheloe; A. Bursztyn; and S. Steinberg (Eds). New York: Peter Lang.

Seidel, B.(2007). Working with communities to explore and personalize culturally relevant pedagogies. Journal of

Teacher Education, 58(2), 168-183.

McIntyre, A. (2003). Participatory action research and urban education: Reshaping the teacher preparation process.

Equity and Excellence in Education, 36(1), 28-39.

Koerner, M., & Abdul-Tawwab, N. (2006). Using the community as a resource for teacher education: A case study.

Equity and Excellence in Education, 39,37-46.

Lucas, T. (2005). Fostering a commitment to social justice through service learning in a teacher education course. In

N. Michelli & D.L. Keiser (Eds.). Teacher education for democracy and social justice. (pp. 167-188). New York:

Routledge.

McDonald, M. et.al (2011). Innovation and impact in teacher education: Community-based organization as field

placements for student teachers. Teachers College Record.

Boyle-Baise, L. & McIntyre, D.J. (2008). What kind of experience: Preparing teachers in PDS or community settings.

In M. Cochran-Smith, S. Nemser, & D.J. McIntyre (Eds). Handbook of research on teacher education (3rd edition)

(pp. 307-330). New York: Routledge.

Social Justice Oriented Teacher Educator Self-Studies Ahlquist, R. (1991). Position and imposition: Power relations in a multicultural foundations class. Journal of Negro

Education,60(2), 158-169.

Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review,70(2),

157-190.

MacGillivary, L. (1997). Do what I say, not what I do: An instructor rethinks her own teaching and research.

Curriculum Inquiry,27(4), 469-488.

Obidah, J. (2000). Mediating boundaries of race, class and professional authority as a critical multiculturalist.

Teachers College Record, 102(6), 1035-1060.

Young, L.S. (1998). Care, community and context in a teacher education classroom. Theory into Practice, 37(2), 105-

113.

Zeichner, K. (1995). Reflections of a teacher educator working for social change. In F. Korthagen & T. Russell (Eds.).

Teachers who teach teachers. (pp. 11-24). London: Falmer Press.

TED 8270 Syllabus 16

Teacher Residency Programs

http://www.seattleteacherresidency.org/

Seattle

http://www.utrunited.org/-

Chicago

http://www.bostonteacherresidency.org

Boston

http://www.philaedfund.org/ptr/

Philadelphia

http://michaelmassiah.x7hosting.com/teaching_learning/utr/index.asp-

NYC (Hunter College)

http://thenewservice.wordpress.com/2009/12/13/trattc/

NYC-(Teachers College)

http://cehs.montclair.edu/academic/cop/nmutrp.shtml

Montclair State.

Papay, J.P.; West, M.R.; Fullerton, J.B. & Kane, T.J. (December, 2011). Does practice-based teacher preparation

increase student achievement? Early evidence from the Boston Teacher Residency. Cambridge, MA: National Bureau

of Economic Research, Working Paper 17646. http://www.nber.org/papers/w17646

Berry, B.; Montgomery, D. et.al. (August, 2008). Creating and Sustaining Urban Teacher Residencies: A new way to

recruit, prepare and retain effective teachers in high needs districts. Center for Teacher Quality. The Aspen Institute.

http://www.aspeninstitute.org/publications/creating-sustaining-urban-teacher-residencies-new-way-recruit-

prepare-retain-effective-

Berry, B.; Montgomery, D. & Snyder, J. (August, 2008). Urban teacher residency models and institutions of higher

education. Washington, DC: NCATE.

http://www.ncate.org/public/HighlyQualifiedTeachersUrbanSchools.asp

Boggess, L.B. (2010). Tailoring new urban teachers for character and activism. American Educational Research

Journal, 47,(1), 65-95.

Howey, K. (September, 2007). A review of urban teacher residencies in the context of urban teacher preparation,

alternative routes to certification and a changing teacher workforce. Washington, D.C: National Council for the

Accreditation of Teacher Education.

Urban Teacher Residency United (2009) Quality standards for teacher residency programs.

http://www.utrunited.org/about-us

Urban Teacher Residency United (November, 2014). Building effective teacher residencies. Chicago: National Center

for Teacher Residencies. http://nctresidencies.org/research/building-effective-teacher-residencies-2/

National Center for Teacher Residencies (June, 2015). Clinically oriented teacher preparation. Chicago: Author.

http://nctresidencies.org/wp-content/uploads/2015/09/15104-UTRU_COTP_Report_Singlepgs_Final.pdf

Zeichner, K. & Bier, M. (2015). The turn toward practice and clinical experience in teacher education: Moving teacher

education into schools and communities. In E. Hollins (Ed). Rethinking field experiences in preservice teacher

education. New York: Routledge.

TED 8270 Syllabus 17

Zeichner, K. (2014). The politics of learning to teach from experience. In V. Ellis & J. Orchard (Eds). (pp.257-268).

London: Bloomsbury.

State and National Approval of Teacher Education Programs.

Johnson, D.; Johnson, B.; Farenga, S. & Ness, D. (2005) Trivializing teacher education: The accreditation squeeze.

Lanham, MD: Roman Littlefield.

American Board for the Certification of Teaching Excellence (ABCTE)

http://www.abcte.org/

Two Studies on ABCTE

http://www.mathematica-mpr.com/publications/SearchList2.aspx?jumpsrch=yes&txtSearch=abcte

Preparing Teachers to Teach English Learners

Lucas, T. (2011) (Ed). Teacher preparation for linguistic and cultural diversity. New York: Routledge.

Hawkins, M. (2011) (Ed). Social justice language teacher education. Bristol, U.K: Multilingual Matters.

UTEACH- a university teacher education program based in a college of arts and sciences.

http://www.utexas.edu/cola/progs/uteach/

The National Teacher Corps

Rogers, B.L. (2002) Social policy, teaching and youth activism in the 1960s: The liberal reform vision of the National

Teacher Corps. Unpublished doctoral dissertation. New York University.

Rogers, B.L. (2008). Teaching and social reform in the 1960s: Lessons from the National Teacher Corps, Oral

histories. Oral History Review, 35, 39-67.

Weiner, L. (1993). Preparing teachers for urban schools: Lessons from 30 years of school reform. New York:

Teachers College Press (pp.25-37 The National Teacher Corps and Trainer of Teacher Trainers). New York: Teachers

College Press.

Edelfelt, R.; Corwin, R. & Hanna, E. (1974). Lessons from the National Teacher Corps. Washington, DC: National

Education Association.

Smith, W. (1980) The American Teacher Corps programme. In E. Hoyle & J. Megarry (Eds) Professional

development of teachers (pp.204-218) London: Nichols.

The Holmes Group/Holmes Partnership

Holmes Group (1986). Tomorrow’s teachers. East Lansing MI: Author.

Holmes Group (1990) Tomorrow’s schools: Principles for the design of professional development schools. East

Lansing, MI: Author.

Holmes Group (1995). Tomorrow’s schools of education. East Lansing MI: Author.

Fullan, M.; Galluzzo, G.; Morris, P. & Watson, N. (1998) The rise and stall of teacher education reform. Washington,

DC: AACTE.

Teacher Performance Assessment

Pecheone, R. (2006). Evidence in teacher education: The Performance Assessmentfor California Teachers. Journal of

Teacher Education, 57(1), 22-36.

TED 8270 Syllabus 18

Darling-Hammond, L. (2010, October) Evaluating teacher effectiveness: How teacher performance assessments can

measure and improve teaching. Washington, D.C: Center for American Progress.

http://www.americanprogress.org/issues/2010/10/teacher_effectiveness.html

Teach for America

Kopp, W. (2011). A change to make history. New York: public Affairs.

Kopp, W. (2003). One day, all children… The unlikely triumph of Teach for America and what I learned along the

way. New York: Public Affairs.

Foote, D. (2008). Relentless pursuit: A year in the trenches with Teach for America. New York: Vintage Books.

Veltri, B. (2010). Learning on other people’s children: Becoming a Teach for America teacher. Charlotte: Information

Age Publishers.

Labaree, D. (2010). Teach for America and Teacher ed: Heads up they win, tails we lose. Journal of Teacher

Education, 61(1-2), 48-55.

Miner, B. (2010). Looking past the spin: Teach for America. Rethinking Schools. 24(3).

Carter, H.; Amrein-Beardsley, A.; Hansen, C. (2010). Not so amazing: Teach for America Corps members’ evaluation

of the first semester of their teacher education program. Teachers College Record, 113 (5). Retrieved from

www.tcrecord.org, 12/28/10.

Kretchmar, K. (September 2011). Teach for America and "the Movement to End Educational Inequality": Critical Life

History Stories of Teach for America Alumni. Unpublished doctoral dissertation, School of Education, University of

Wisconsin-Madison.

Hartman, A. (December 2011). Teach for America: Liberal mission helps conservative agenda. Washington Post.

Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/post/teach-for-america-liberal-mission-helps-

conservative-agenda/2011/12/25/gIQApo

Subject Matter Knowledge for Teaching:

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Grossman, P. (1989). Learning to teach without teacher education. Teachers College Record, 91(2), 191-208.

Windschitl, M. (2004). Folk theories of inquiry: How pre-service teachers reproduce the discourse and practices of an

atheoretical scientific method, Journal of Research in Science Teaching, 41(5), 481-512.

Grossman, P.; Schoenfeld, A. & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford

(Eds). Preparing teachers for a changing world. (pp.201-231). San Francisco: Jossey-Bass.

National Research Council (2010). Preparing teachers: Building evidence for sound policy. Washington, D.C:

National Academies Press.

Bullough, R. (2001). Pedagogical content knowledge circa 1907 and 1987: A history of an idea. Teaching and Teacher

Education, 17, 655-666.

TED 8270 Syllabus 19

A VERY SELECTIVE BIBLIOGRAPHY OF TEACHER EDUCATION LITERATURE

NOTE: There is a lot listed below but there is also a lot that is not there. This is a list that I use when recommending

things to students to read on particular aspects of teacher education. Also, there is overlap between the various

categories because particular references can legitimately be placed in more than one category.

HISTORICAL DEVELOPMENT OF TEACHER EDUCATION IN THE U.S.

Borrowman, M. (1956) The liberal and technical in teacher education. New York: Teachers College Press.

Borrowman, M. (1965) Teacher education in America: A documentary history. New York: Teachers College Press.

Borrowman, M. (1965) Liberal education and the preparation of teachers. In M. Borrowman (Ed.) Teacher education

in America: A documentary history. (pp. 1-53) New York: Teachers College Press.

Clifford, G.J. & Guthrie, J.W. Ed school. Chicago: University of Chicago Press.

Elsbree, W. (1939) The American teacher. New York: American Book Co.

Goodlad, , J. Soder, R. & Sirotnik, K. (1990) (Eds) Places where teachers are taught. San Francisco: Jossey Bass.

Lucas, C. (1997) Teacher education in America: Reform agendas for the 21st century. New York: St. Martin’s Press.

Mattingly, P. (1987) Workplace autonomy and the reforming of teacher education. In T. Popkewitz (ed.) Critical

studies in teacher education. (pp. 36-56) London: Falmer Press.

Herbst, J. (1989) Teacher preparation in the nineteenth century. In D. Warren (Ed.) American teachers: histories of a

profession at work. (pp. ) New York: Macmillan.

Herbst, J. (1989) And sadly teach. Madison: University of Wisconsin Press.

Imig, D. & Imig, S. (2008). From traditional certification to competitive certification: A twenty-five year retrospective.

In M. Cochran-Smith, S. Feiman-Nemser; & D.J. McIntyre (Eds). Handbook of research on teacher education (4th

edition, pp. 886-907).

Johnson, WR (1989) Teachers and teacher training in the twentieth century. In D. Warren (Ed.) American teachers:

Histories of a profession at work. (pp. ) New York: Macmillan.

Labaree, D. (2004). The trouble with ed schools. New Haven: Yale University Press.

Lortie, D. (1975) School teacher. Chicago: University of Chicago Press.

Mattingly, P. (1975) The classless profession. New York: New York University Press.

Monroe, W. (1952) Teaching-learning theory and teacher education :1890-1950. Urbana: University of Illinois Press.

Ogren, C. (2005). The American normal school: An instrument of great good. New York: Palgrave Macmillan.

Powell, A. (1976) University schools of education in the twentieth century. Peabody Journal of Education, (October)

pp.3-20.

Sedlak, M. (2008). Competing visions of purpose, practice and policy: the history of teacher certification in the United

States. In M. Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre (Eds). Handbook of research on teacher education.

(4th edition, pp. 855-885).

U.S. Office of Education (1933) National survey of the education of teachers. Washington, DC: U.S. Government

Printing Office.

TED 8270 Syllabus 20

Waller, W. (1932) The sociology of teaching. New York: Wiley.

Zeichner, K. (1980) The role of the teachers’ institute in nineteenth century Wisconsin Paper presented at the annual

meeting of the American Educational Research Association, Boston.

THE INSTITUTIONAL AND REGULATORY CONTEXT OF TEACHER EDUCATION

Bjorak, C.; Johnston, D.K.; & Ross, H. (2007) (Eds.). Taking teaching seriously: How liberal arts colleges prepare

teachers to meet today’s educational challenges in schools. Boulder: Paradigm Publishers.

Diez, M.E. & Raths, J. (2007) (Eds.). Dispositions in teacher education. Charlotte: Information Age Publishing.

Feistritzer, E. & Haar, C. (2008). Alternative routes to teaching. Upper Saddle River, N.J.: Pearson.

Johnson, D.; Johnson, B.; Farenga, S. & Ness, D. (2005) Trivializing teacher education: The accreditation squeeze.

Lanham, MD: Roman Littlefield.

Liston, D. (1995) Work in teacher education: A current assessment of U.S. teacher education. In N. Shimahara & I.

Holowinsky (Eds.) Teacher education in industrialized nations. (pp. 87-124) New York: Garland.

Tom, A. (1996) External influences on teacher education programs: national accreditation and state certification. In K.

Zeichner, S. Melnick & ML Gomez (Eds.) Currents of reform in preservice teacher education. (pp.11-29). New York:

Teachers College Press.

Melnick, S. (1996) reforming teacher education through legislation: A case study from Florida. In K. Zeichner, S.

Melnick & ML Gomez (Eds) Currents of reform in preservice teacher education. (pp. 30-61) New York: Teachers

College Press.

Clark, D. & Marker, G. (1975) The institutionalization of teacher education. In K. Ryan (Ed.) Teacher education. (pp.

53-86) Chicago: University of Chicago Press.

Cronin, J. (1983) State regulation of teacher preparation. In L. Shulman & G. Sykes (Eds.) Handbook of teaching and

policy. (pp.171-191). New York: Longman.

Cushman, ML (1977) The governance of teacher education. Berkeley: McCutchan.

Early, P. (1999) Finding the culprit: Federal policy and teacher education. Educational Policy, 14, (1), 25- 39.

Gallagher, K.S. & Bailey J.D. (2000) (Eds) The politics of teacher education reform. Thousand Oaks CA: Corwin.

Hargreaves, A. (1995) Toward a social geography of teacher education. In N. Shimahara & I. Holowinsky (Eds.)

Teacher education in industrialized nations. (pp. 3-40). New York: Garland.

Labaree, D. (1995) The lowly status of teacher education in the U.S.: The impact of markets and the implications for

reform. In N. Shimahara & I. Holowinsky (Eds) Teacher education in industrialized nations. (pp. 41- 85) New York;

Garland.

Shen, J. (1999) The school of education. New York: Peter Lang.

STRUCTURAL AND CONCEPTUAL ALTERNATIVES

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Praeger.

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Kirk, D. (1986) Beyond the limits of theoretical discourse in teacher education. Teaching and Teacher Education, 2,

155-167.

Natriello, G. & Zumwalt, K. (1992) Challenges to an alternative route for teacher education In A. Lieberman (Ed) The

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Shen, J. (1997) Has the alternative certification policy materialized its promise? A comparison between traditionally

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Stoddart, T. & Floden, R. (1996). Traditional and alternative routes to teacher certification: Issues, assumptions, and

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Valli, L. (1992) (Ed) Reflective teacher education: Cases and critiques. Albany:SUNY Press.

Zeichner, K. (1993) Traditions of practice in U.S. preservice teacher education programs. Teaching and Teacher

Education, 9 (1), 1-13.

Zeichner, K. & Liston, D. (1996) Reflective teaching. Mahwah, N.J.: Lawrence Erlbaum.

Zeichner, K. (1988) Learning from experience in graduate teacher education. In A. Woolfolk (Ed.) The graduate

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SELF-STUDY RESEARCH IN TEACHER EDUCATION

Ahlquist, R. (1991) Position and imposition: Power relations in a multicultural foundations class. Journal of Negro

Education, 60, (2), 158-169.

Cochran-Smith, M. (1995) Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational

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Cole, A.; Elijah, R.; & Knowles, JG. (1999) The heart of the matter. San Francisco: Caddo Gap Press.

Feiman-Nemser, S. & Featherstone, H. (1992) (Ed.) Exploring teaching: Reinventing the introductory course. New

York: Teachers College Press.

Grimmett, P. (1997) Breaking the mold: Transforming a didactic professor into a learner-focused teacher educator. In

T. Carson & D. Sumara (Eds) Action research as living practice. New York: Peter Lang.

Hamilton, M.L. (1998) (Eds.) Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer

Press.

Loughran, J. & Russell, T. (1997) (Eds.) Teaching about teaching: Purpose, passion, and pedagogy in teacher

education. London: Falmer Press.

Loughran, J. & Russell, T. (2002) (Eds.) Improving teacher education practices through self-study. New York:

Routledge/Falmer.

Macgillivrary, L. (1997) Do what I say, not what I do: An instructor rethinks her own teaching and research.

Curriculum Inquiry, 27, (4), 469-488.

McCall, A. (1996) Teaching by the rules: Changing the rules in teacher education. Teacher Education Quarterly, 23,

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Moje, E.; Remillard, J.; Southerland, S.; & Wade, S. (1999) Researching case pedagogies to inform our teaching. In

M. Lundeberg, B. Levin, & H. Harrington (Eds) Who learns from cases and how: The research base for teaching with

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Russell, T. & KorthagenT. (1995) (Ed.) Teachers who teach teachers: Reflections on teacher education. London:

Falmer Press.

Schulte, A. (2004). Examples of practice: Professional knowledge and self-study in multicultural teacher education. In

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Tabachnick, BR & Zeichner, K. (1991) (Eds.) Issues and practices in inquiry-oriented teacher education. London:

Falmer Press.

Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education.

58(1), 36-46.

EDUCATING TEACHERS FOR DIVERSITY/ DEMOCRACY

Adgar, C.T.; Snow, C. & Christian, D. (2002) (Eds.) What teachers need to know about language McHenry, IL: Delta

Systems Inc.

Bondy, E. & Ross, D. (2005). (Eds.). Preparing for inclusive teaching: Meeting the challenges of teacher education

reform. Albany: SUNY Press.

Boyle-Baise, L. (2002) Multicultural service learning: Educating teachers in diverse communities. New York:

Teachers College Press.

Brisk, M. (2008) (Eds.). Language, culture and community in teacher education. New York: Routledge/AACTE.

Chu Clewell, B. & Villegas, A.M. Ahead of the class: A handbook for preparing new teachers from new sources.

Washington, DC: The Urban Institute.

Cochran-Smith, M. (2004) Multicultural teacher education research, practice, and policy. In J. Banks (Ed.) Handbook

of multicultural education (2nd edition). Mahwah, NJ: Lawrence Erlbaum.

Cochran-Smith, M. (2004) Walking the road: Race, diversity, and social justice in teacher education. New York:

Teachers College Press.

Darling-Hammond, L., French, J. & Garcia-Lopez, S. Paloma (Eds.) (2002) Learning to teach for social justice. New

York: Teachers College Press.

Dillworth, M. (1992) (Ed) Diversity in teacher education: new expectations. San Francisco: Jossey Bass.

Gay, G. & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in pre-service teacher

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Grant, C. & Secada, W. (1990) preparing teachers for diversity. In WR Houston (Ed) Handbook of research on teacher

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Hawkins, M.R. (2004) (Ed.) Language learning and teacher education. Clevedon, U.K: Multilingual Maters.

Howard, T. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice,

42(3), 195-202.

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King, J. Hollins, E. & Hayman, W. (1997) (Ed.) Preparing teachers for cultural diversity. New York: Teachers College

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Ladson-Billings, G. (1999) Preparing teachers for diverse student populations: A critical race theory perspective.

Review of Research in Education, 24, 211-247.

Ladson-Billings, G. (2001) Crossing over to Canaan: The journey of new teachers in diverse classrooms. San

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Ladson-Billings, G. (2001). Multicultural teacher education: Research, practice and policy. In J, Banks (Ed) Handbook

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Larkin, J. & Sleeter, C. (1995) (Eds.) Developing multicultural teacher education curricula. Albany: SUNY Press.

Martin, R. (1995) (Ed.) Practicing what we preach: Confronting diversity in teacher education. Albany: SUNY Press.

Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge.

McDonald, M. (2007). The joint enterprise of social justice teacher education. Teachers College Record, 109(8), 2047-

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McDonald, M., & Zeichner, K. (in press). Social; justice teacher education. In T. C. Quinn, W. C. Ayers, & D. O.

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McIntyre, A. (2003) Participatory action research and urban education: Reshaping the teacher preparation process.

Equity and Excellence in Education, 36(1), 28-39.

Michelli, N. & Kaiser, D.L. (2005) (Eds.) Teacher education for democracy and social justice. New York: Routledge.

Minaya-Rowe L. (2002) (Ed.) Teacher training and effective pedagogy in the context of student diversity. Greenwich,

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SCHOOL-BASED STUDIES IN TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT SCHOOLS/

OTHER COLLABORATIONS WITH SCHOOLS AND TEACHERS

Abdal-Haqq, I. (1998) Professional development schools: Weighing the evidence. Washington, D.C.: American

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Beynon, J.; Grout, J. & Wideen, M. (2004). From teacher to teacher educator: Collaboration within a community of

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Feiman-Nemser, S. & Buchmann, M. (1985) Pitfalls of experience in teacher preparation. Teachers College Record,

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INFLUENTIAL AND CONTROVERSIAL STUDIES AND CRITIQUES OF U.S. TEACHER EDUCATION

American Council on Education (1999) To touch the future: Transforming the way teachers are taught. Washington,

DC: Author.

American Federation of Teachers (April, 2000) Building a profession: Strengthening teacher preparation and

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Darling-Hammond, L. (November, 1997) Doing what matters most: Investing in quality teaching. New York: National

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The Fordham Foundation (1999) Better teachers and how to get more of them. Author: Dayton OH.

Franklin, P.; Laurence, D. & Welles, E. (1999) Preparing a nation’s teachers: Models for English and foreign language

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Holmes Group (1986) Tomorrow’s teachers. East Lansing MI, Michigan State University College of Education:

Author.

Holmes Group (1990). Tomorrow’s schools: Principles for the design of professional development schools. East

Lansing MI, Michigan State University College of Education: Author.

Holmes Group (1995). Tomorrow’s schools of education. East Lansing MI, Michigan State University College of

Education: Author.

Howsam, R. et.al. (1976) Educating a profession. Washington, D.C.:AACTE

Izumi, L.T.; Coburn, K.G. (April 2001) Facing the challenge: Teacher training and teacher quality in California’s

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Sarason, S.; Davidson, K. & Blatt, B. (1962) The preparation of teachers: An unstudied problem in education. New

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PREPARING TEACHERS FOR URBAN SCHOOLS/SCHOOLS IN HIGH POVERTY AREAS/ SOCIAL

JUSTICE TEACHER EDUCATION.

Bombaugh, R. (1995) Coping and growing: Peace Corps fellows in the urban classroom. Journal of Teacher

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Recruiting New Teachers (1999) Learning the ropes: Urban teacher induction programs and practices in the U.S.

Washington, D.C: Author.

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REFORMING TEACHER EDUCATION PROGRAMS and ACCREDITATION Diez, M. (Ed) (1998). Changing the practice of teacher education: Standards and assessment as a lever for change.

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Paterson, R.; Michelli, N. & Pacheco, A. (1999) Centers of pedagogy: New structures for educational renewal San

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Zeichner, K.; Melnick, S. & Gomez, M.L. (Eds) (1996) Currents of reform in preservice teacher education. New York:

Teachers College Press.

PEDAGOGY AND ASSESSMENT IN TEACHER EDUCATION PROGRAMS

Bullough, R. & Gitlin, A. (1995) Becoming a student of teaching: Methodologies for exploring self and school

context. New York: Garland.

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(Eds.) Teacher research and educational reform Chicago: University of Chicago Press.

Erickson, J. & Anderson, J. (1997) (Ed.) Learning with the community: Concepts and models for service learning in

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Korthagen, F. & Kessels, J. (1999) Linking theory and practice: Changing the pedagogy of teacher education.

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Lampert, M. & Ball, D. (1998) Mathematics, teaching, and multimedia: Investigations of real practice. New York:

Teachers College Press.

Lundberg, M.; Levin, B.; & Harrington, H. (1999). Who learns what from cases and how? Mahwah, NJ: Erlbaum.

Lyons, N. (Ed.) (1998) With portfolio in hand: Validating the new teacher professionalism. New York: Teachers

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Lundeberg, M., Levin, B. & Harrington, H. (1999) (Eds) Who learns from cases and how? The research base for

teaching with cases Mahwah, N.J.: Erlbaum.

Maher, F. & Rathbone, C. (1991) Gender, reflexivity, and teacher education. American Journal of Education, 94, (2),

214-235.

Merseth, K. (1994) Instructional methods and conceptual orientations in the design of teacher education programs: The

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National Research Council (2001) Testing teacher candidates: The role of licensure tests in improving teacher quality.

Washington, DC: National Academy Press.

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Samagorinsky, P & Whiting, M. (1995) How English teachers get taught: Methods of teaching the methods class.

Urbana, IL: National Council of Teachers of English.

Shulman, J. (1992) (Ed) Case methods in teacher education. New York: Teachers College Press.

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Sykes, G. & Bird, T. (1992) Teacher education and the case idea. In G. Grant (Ed) Review of research in education,

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Wegner-Soled, S. (1995) (Ed.) Assessment, testing, and evaluation in teacher education Norwood, N.J. :Ablex.

Zeichner, K. (in press) Action research and issues of equity and social justice in preservice teacher education. In K.

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TEACHER PROFESSIONAL DEVELOPMENT

Aichele, D. & Coxford, A. (1994) (Eds) Professional development of teachers of mathematics. Reston, VA: National

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Craig, H.; du Plessis, J. & Kradt, R. (1998). Teacher Development: Making an impact. Washington, DC: Academy for

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Grossman, P. Wineburg, S. & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College

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Guskey, T. & Huberman, M. (1995) (Eds.) Professional development in education: New paradigms and practices. New

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Liberman, A. & Miller, L. (2001) (Eds.). Teachers caught in the action: Professional development that matters. New

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McLaughlin, M.W. & Talbert, J. (2006). Building school-based teacher learning communities. New York: Teachers

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National Academy of Education (March, 1999) Teachers professional development. In Recommendations regarding

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Richardson, V. (1994) (Ed) Teacher change and the staff development process: A case in reading instruction. New

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RESEARCH ON LEARNING TO TEACH

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Grossman, P. (1990) The making of a teacher New York: Teachers College Press.

Grossman, P. & Richert, A. Unacknowledged knowledge growth: A reexamination of the effects of teacher education.

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Grossman, P.; Smagorinsky, P. & Valencia, S. (2001). Appropriating tools for teaching English: A theoretical

framework for learning to teach. American Educational Research Journal, 108, 1-29.

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Kennedy, M. (1999) The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.) Teaching as

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McDonald, J. & Klein, E. (2003). Networking for teacher learning: Toward a theory of effective design. Teachers

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INTERNATIONAL AND COMPARATIVE PERSPECTIVES ON TEACHER EDUCATION

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Information Report.

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Boulder, CO: Westview Press.

FOR-PROFIT AND DISTANCE TEACHER EDUCATION

Raphael, J. & Tobias, S. (1997) Profit-making or profiteering: Proprietaries target teacher education. Change,

(November-December), pp. 45-49.

Nielson, H.D. (1997) Quality assessment and quality assurance in distance teacher education. Distance Education, 18,

(2), 284-317.

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education. Paper presented at the Teacher Education Council of State Colleges and Universities, Denver.

Robinson, B. & Latchem, C. (2003) (Eds.) Teacher education through open and distance learning. London:

Routledge/Falmer.

Dede, C. (2006) (Ed.). Online professional learning for teachers: Emerging models and methods. Cambridge, MA:

Harvard Education Press.

CASE STUDIES OF EXEMPLARY TEACHER EDUCATION PROGRAMS

Darling-Hammond, L. (2000) (Ed.) Studies of excellence in teacher education (3 volumes). Washington, DC:

American Association of Colleges for Teacher Education.

Howey, K. & Zimpher, N. (1989) Profiles of preservice teacher education. Albany,N.Y.: SUNY Press.

TED 8270 Syllabus 34

Darling-Hammond, L. (2006). Powerful teacher education. San Francisco: Jossey Bass.

ANALYSES OF TEACHER EDUCATION RESEARCH

Wilson, S.; Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge gaps and

recommendations. Seattle: University of Washington, Center for the Study of Teaching and Policy.

Cochran-Smith, M. & Zeichner, K. (2005) (Eds.). Studying teacher education: Report of the AERA panel on research

in teacher education.

JOURNALS THAT EMPHASIZE THE PUBLICATION OF WORK ABOUT TEACHER EDUCATION

Action in Teacher Education

European Journal of Teacher Education

Journal of Education for Teaching

Journal of Teacher Education

Teacher Education Quarterly

Teaching and Teacher Education

Teaching Education

South Pacific Journal of Teacher Education

HANDBOOKS OF TEACHER EDUCATION RESEARCH

Houston, W.R. (1990) (Ed.) Handbook of research on teacher education. New York: Macmillan.

Sikula, J. (1996) (Ed.) Handbook of research on teacher education (2nd edition) New York: Macmillan.

Cochran-Smith, M.; Feiman-Nemser, S. & McIntyre, D.J. (2008). Handbook of research on teacher education (3rd

edition). New York: Routledge.

USEFUL WEBSITES RELATED TO TEACHER EDUCATION:

1. American Association of Colleges for Teacher Education www.aacte.org

2. National Center for Alternative Certification www.teach-now.org

3. National Commission for Teaching and America’s Future (NCTAF) www.nctaf.org

4. National Council for Accreditation in Teacher Education (NCATE) www.ncate.org

5. The Renaissance Group http://education.csufresno.edu/rengroup/

6. Association of Teacher Educators http://www.ate1.org/pubs/Home.cfm

7. Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) http://www.ailacte.org

8. The Teacher Education Council of State Colleges and Universities (TECSCU) http://www.uni.edu/tecscu

9. National Council on Teacher Quality www.nctq.org

TED 8270 Syllabus 35

10. The Fordham Foundation www.edexcellence.net

11. Teacher Education Accreditation Council www.teac.org

12. The New Teacher Center- University of California Santa Cruz www.newteachercenter.org

13. The Madison Professional Development School Partnership http://labweb.education.wisc.edu/pds

14. University of Wisconsin-Madison teacher education standards and assessment plan

http://www.education.wisc.edu/pi34

15. PI34 The Wisconsin Teacher Licensing Law www.dpi.state.wi.us/dpi/dlis/tel/watsnew.html

16. UW-Madison Electronic Teaching Portfolio system http://portfolios.education.wisc.edu

17. National Center for Research on Teacher Learning (Michigan State University 1985-1995) http://ncrtl.msu.edu

18. PACT Performance Assessment for California Teachers http://www.pacttpa.org/

19.Value-Added Teacher preparation Assessment in LA

http://www.regents.state.la.us/Academic/TE/Value%20Added.htm