Placing Practitioner Knowledge at the Center of Teacher Education : (Record no. 77026)
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| fixed length control field | 08139nam a22005173i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC3315733 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729124937.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2012 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781617357398 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781617357381 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC3315733 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL3315733 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr10547267 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)923177176 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1715 .P535 2012 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.71/173 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Macintyre Latta, Margaret. |
| 245 10 - TITLE STATEMENT | |
| Title | Placing Practitioner Knowledge at the Center of Teacher Education : |
| Remainder of title | Rethinking the Policies and Practices of the Education Doctorate. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Charlotte, NC : |
| Name of producer, publisher, distributor, manufacturer | Information Age Publishing, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2012. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (332 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Education Policy in Practice: Critical Cultural Studies |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Placing Practitioner Knowledge at the Center of Teacher Education -- CONTENTS -- Introduction -- CHAPTER 1 -- Investing in the Formative Nature of Professional Learning -- Redirecting, Mediating, and Generating Education Practice-As-Policy -- Margaret Macintyre Latta and Susan Wunder -- Context -- Personal Investment in the Book -- Overview of Book -- Note -- 1. For more information on the Carnegie Project on the Education Doctorate and the work of The Carnegie Foundation for the Advancement of Teaching see: http://www.carnegiefoundation.org/education- doctorate . Phase I of CPED was implemented from 2007... -- References -- INTRODUCTION -- TURNING TO PRACTITIONER KNOWLEDGE: POLICIES and PRACTICES IN RELATION TO THE EDD -- CHAPTER 2 -- Why We Need the EdD to Prepare New Faculty -- Eric Watts and David Imig -- State of the Scene -- Accountability Expectations for Schools and Teachers Reshapes Demand -- Statement of the Problem -- The Rise of Clinical Faculty in Education -- The Need for Faculty to Work in New Roles in Schools With Practicing Teachers in Noncourse Situations -- Differentiated Faculty Roles and Responsibilities -- Redefining the EdD-Using the EdD to Forge New Roles and Relationships -- Parameters of the Initiative -- Envisioning a Model -- What Outcomes? -- A New World -- Notes -- References -- CHAPTER 3 -- What History Reveals About the Education Doctorate -- Jill Alexa Perry -- Professional Education in the United States -- The EdD Versus PhD Debate -- 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. -- 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. -- 4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. -- 5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. -- 6. Emphasizes the generation, transformation, and use of professional knowledge and practice. (Carnegie Project on the Education Doctorate, 2009b) -- Conclusion -- Note -- 1. Normal courses and normal schools were part of the Horace Mann's common school for the preparation of new teachers. The name "normal" comes from the French name, Ecole Normale, and refers to the education of teachers in general or "normal... -- References -- Table 3.1. A Chronology of the EdD -- Table 3.1. Continued -- PART 1 Locating Practitioner Knowledge: Policy/Practice Considerations at Stake -- CHAPTER 4 -- Redesigning an EdD Program -- Reality and Necessity Engender New Possibilities -- Sharon Ryan, Richard De Lisi, and Kim Heuschkel -- Brief History of Doctoral Education at the Rutgers Graduate School of Education -- Why Redesign the EdD? -- The New EdD at Rutgers -- Year 1: Information Sharing and Gathering -- Year 2: Deepening the Design -- Looking Back and Looking Forward -- References -- Table 4.1. Doctoral Degree Program Areas at Rutgers GSE in 2000 -- Table 4.2. Goal Statement and Guiding Principles of Rutgers EdD -- Figure 4. 1. Rutgers Graduate School of Education EdD Program. (Figure continues on next page). -- CHAPTER 5 -- Learning to See Inquiry as a Resource for Practice -- Ruth M. Heaton and Stephen A. Swidler -- What is Practitioner Inquiry For?. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Research Methodology as a Resource for Practice -- How and Why Inquiry is Useful and Useable to Practitioners -- The Clash of Practitioner Inquiry With Traditional Research Methodologies -- Identifying Meaningful Problems of Practice and Research Questions -- Kelly W.'s Story -- Amy's Story -- Kelly K.'s Story -- Conclusion -- Notes -- References -- CHAPTER 6 -- The Practices and Knowledge of School- Based Teacher Education Practitioners -- Fran Arbaugh, Jim Nolan, Kelly Mark, and Rebecca Burns -- "Practitioner" Knowledge -- The Practices of School-Based Teacher Education Practitioners -- Providing an Advance Organizer -- Planning for Initial Involvement With Students -- Structuring and Processing Intern Learning Through Observation -- Scaffolding Planning Responsibilities -- Discussion and Conclusions -- Note -- References -- Figure 6. 1. Three "types" of education practitioners. -- CHAPTER 7 -- The Scholarship of Practice -- Intersections of Dialogue, Investigation, and Interactive Knowledge -- Richard D. Sawyer and Michele R. Mason -- Introduction -- Part 1: Locating and Expanding Practitioner Knowledge -- Doctoral Architecture for and as Praxis: Blurred Boundaries and Flexible Shapes -- Signature Pedagogies: Coming to Terms With What We Do -- Laboratories of Practice: Scaffolding Intersections of Meaning -- Problems of Practice -- The Capstone Experience -- WSU Program Structures -- The Capstone: Woven Throughout, Continuing After -- Structural Features of the Program: Challenges and Possibilities -- Summary -- Part 2: Michele's Perspective: Problematizing Practice -- Washington State University Vancouver -- Reflections on the EdD Program -- Part 3: Improving the Program: A Collaborative Reflection at the End of Year 1 -- Michele's Thoughts -- Rick's Thoughts -- Conclusion -- Notes -- References -- Figure 7. 1. Program structure. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Figure 7. 2. Influences on ELL education in the United States. -- Figure 7. 4. A vision of an EdD graduate working in the field of ELL. -- Figure 7. 3. Grid of potential host and immigrant/ELL responses. -- PART 2 CONFRONTING AND INTERROGATING PRACTITIONER KNOWLEDGE: POLICY/PRACTICE RISKS and OPPORTUNITIES -- CHAPTER 8 -- CHAPTER 9 -- CHAPTER 10 -- CHAPTER 11 -- CHAPTER 12 -- PART 3 INVESTING IN PRACTITIONER KNOWLEDGE: POLICY/PRACTICE RELATIONS and POTENTIALS -- CHAPTER 13 -- CHAPTER 14 -- CHAPTER 15 -- CHAPTER 16. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Doctor of education degree-United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Teachers-Training of-Curricula-United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Teachers-Training of-United States. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Wunder, Susan. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Macintyre Latta, Margaret |
| Title | Placing Practitioner Knowledge at the Center of Teacher Education |
| Place, publisher, and date of publication | Charlotte, NC : Information Age Publishing, Incorporated,c2012 |
| International Standard Book Number | 9781617357381 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Education Policy in Practice: Critical Cultural Studies |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3315733">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3315733</a> |
| Public note | Click to View |
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