Detailansicht
Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education
eBook - Cases of Learning and Leading, Palgrave Studies on Leadership and Learning in Teacher Education
ISBN/EAN: 9783030566746
Umbreit-Nr.: 295223
Sprache:
Englisch
Umfang: 0 S., 4.95 MB
Format in cm:
Einband:
Keine Angabe
Erschienen am 24.11.2020
Auflage: 1/2020
E-Book
Format: PDF
DRM: Digitales Wasserzeichen
- Zusatztext
- <p>This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty groupconsisting of 28 professors from five regional universitiesmeeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectoriesincluding experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond:not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways.</p>
- Kurztext
- This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group-consisting of 28 professors from five regional universities-meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories-including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways.
- Autorenportrait
- <p><b>Cheryl J. Craig</b> is Professor, Houston Endowment Endowed Chair of Urban Education, and Program Lead for Technology and Teacher Education at Texas A&M University, USA.</p><p><b>Laura Turchi</b> is Faculty Member of the Department of Curriculum and Instruction in the College of Education at the University of Houston, Main Campus, USA.</p><p><b>Denise M. McDonald</b> is Professor and Sandy Johnson/Barrios Technology Endowed Professor in the College of Education at the University of Houston-Clear Lake, USA.</p>