Transforming Teacher Education Through Partnerships (Mellen Studies in Education v. 88)

Transforming Teacher Education Through Partnerships (Mellen Studies in Education v. 88)

By: Wendy L. Black (editor), Susan Davis Lenski (editor)Hardback

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This study describes twenty-five projects that take place in more than ten university-school communities, most of which were derived from the Illinois Professions Learners' partnership (IPLP) project. The project stems from a Department of Education Teacher Quality. Enhancement grant whose goal is to transform teacher education throughout the country. It looks at six aspects of teacher education that can make a difference in preparing teacher candidates for all schools, and especially for high-need schools. These aspects are developing partnerships, collaborations, meeting the needs of all students, technology, field and clinical experiences, and teacher induction. Each of these areas is described in the section overview and chapters detail successful projects in each area.

About Author

Susan Davis Lenski is a Professor in Elementary Teacher Education at Illinois State University. Before joining the faculty of ISU, Dr. Lenski taught in public schools for 20 years. She currently teaches undergraduate and graduate reading and language arts courses. Among her numerous awards, Dr. Lenski was presented with the Nila Banton Smith Award from the International Reading Association; she was instrumental in her school receiving an Exemplary Reading Program Award from the International Reading Association; and she was conducted into the Illinois Reading Hall of Fame. She was director of the Professional Development School in Wheeling, Illinois for eight years, and has written over sixty articles and ten books. Wendy L. Black is an assistant professor at Illinois State University. She is co-editor of the Journal of Reading Education, published by the Organization of Teacher Educators in Reading, a special interest group of the International Reading Association. In addition to her research interests in the discourse of transformation in instructional practices, she is involved in a study of early clinical experiences for preservice teachers and research in the connection between language and other sign systems in literacy learning.


Preface; Section 1: The Power of Partnerships (Susan Davis Lenski & Wendy L. Black, Editors); A Model for Collaboration To Improve Teachers for High-Need Schools (Robert L. Fisher); When Worlds Collide: Partnerships Among College of Education and College of Arts and Sciences Faculty (Lawrence W. McBride); School-University Partnership: A Shared Journey (JoNancy Warren, Cheryl Witucke, & Judith Redemer); Preparing Preservice Teachers to Partner with Parents and Communities (Carolyn Flanigan); Preparing Quality Bilingual/Bicultural Teachers in the 21st Century: A PDS Model for Educational Change and Success (George Torres & Fabiola Ehlers-Zavala); Perspectives on Curricular Change (Thomas P. Crumpler, Rick Breault, & Donna Breault); Section 2: Collaborative Partnerships (Elizabeth Landerholm, Cynthia Gehrie, & Joyce Jennings, Editors); The Process of Developing School/University/Parent Partnerships and Community (Elizabeth Landerholm, Deborah Harrelson, & Phyliss Shabat); Community Partners' Involvement in Teacher Preparation: A Collaborative Partnership (Rachel Adeodu); Faculty Collaboration to Improve Writing of Early Childhood Education Preservice Teachers (Joyce Jennings & Phyliss Shabat); Collaborative Professional Development: More than Filling A Day (Diane Ehrlich & Lynn Reynolds); Early Childhood Education in Tanzania and Nigeria: A Prototype of Similarities, Differences and Implications for International Collaborative Partnerships (Selina Mushi & Rachel Adeodu); Section 3: Meeting the Needs of All Students (Maureen Angell, Wendy L. Black, & Joseph Nwoye, Editors); A Learning Partnership for Safe Schools: Training Teachers to be Social Scientists (Nancy Speer Engquist, Vicky L. Morgan, & Steven E. Landau); Using the Social Context of Teaching and Learning to Meet Students' Socioemotional Needs: A Framework for Preservice Teachers (Steven A. Meyers); A Cohort Model for Meeting the Needs of all Students (Anna Lowe, Terri Pigott, & Hank Edmonson); Preparing Preservice Educators to Teach in Inclusive Settings (E. Paula Crowley & Martha E. Mendez); Teaching Just Enough for the City: Preparing Teachers to Succeed with Urban Learners (Terry Stirling); Section 4: Technology Partnerships in Teacher Education (Tom Philion, Editor); Collaborative Strategies for Improving Preservice Students' Skills in Technology, Science, and Special Education (Cynthia Gehrie, Philiss Shabat, Elfriede Pergams, Deborah Harrelson, & Jill Tatz); Collaborative Evaluation of the Use of Drama and Technology to Improve Literacy in a School/University Partnership Program for Family Literacy (Elizabeth Landerholm, Jo Ann Karr, Selina Mushi, & Yi Hao); The Turtle Project: Considerations for Implementing Education Technology Projects (Sharon Knotts Green); The Use of Technology in Teacher Education: Portfolio Assessment (Joanne M. Marshall & Judith Hayn); Teacher Education: A Model for Managing the Assessment Process (Nancy Kelly & Todd Hoover); Section 5: Partnerships that Enha

Product Details

  • ISBN13: 9780773465121
  • Format: Hardback
  • Number Of Pages: 484
  • ID: 9780773465121
  • weight: 862
  • ISBN10: 077346512X

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