program area: education studies - wayne state...
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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: [email protected]
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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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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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.
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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
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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
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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
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Loughran, J. & Russell, T. (1997) (Eds.) Teaching about teaching: Purpose, passion, and pedagogy in teacher
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Loughran, J. & Russell, T. (2002) (Eds.) Improving teacher education practices through self-study. New York:
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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
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Russell, T. & KorthagenT. (1995) (Ed.) Teachers who teach teachers: Reflections on teacher education. London:
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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:
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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.
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reform. Albany: SUNY Press.
Boyle-Baise, L. (2002) Multicultural service learning: Educating teachers in diverse communities. New York:
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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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Ladson-Billings, G. (1999) Preparing teachers for diverse student populations: A critical race theory perspective.
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SCHOOL-BASED STUDIES IN TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT SCHOOLS/
OTHER COLLABORATIONS WITH SCHOOLS AND TEACHERS
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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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INFLUENTIAL AND CONTROVERSIAL STUDIES AND CRITIQUES OF U.S. TEACHER EDUCATION
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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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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
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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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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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PEDAGOGY AND ASSESSMENT IN TEACHER EDUCATION PROGRAMS
Bullough, R. & Gitlin, A. (1995) Becoming a student of teaching: Methodologies for exploring self and school
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Lampert, M. & Ball, D. (1998) Mathematics, teaching, and multimedia: Investigations of real practice. New York:
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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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TEACHER PROFESSIONAL DEVELOPMENT
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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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Richardson, V. (1994) (Ed) Teacher change and the staff development process: A case in reading instruction. New
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INTERNATIONAL AND COMPARATIVE PERSPECTIVES ON TEACHER EDUCATION
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FOR-PROFIT AND DISTANCE TEACHER EDUCATION
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CASE STUDIES OF EXEMPLARY TEACHER EDUCATION PROGRAMS
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TED 8270 Syllabus 34
Darling-Hammond, L. (2006). Powerful teacher education. San Francisco: Jossey Bass.
ANALYSES OF TEACHER EDUCATION RESEARCH
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recommendations. Seattle: University of Washington, Center for the Study of Teaching and Policy.
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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