It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century by Audrey Cohan; Andrea HonigsfeldThis unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.
Learning Through Serving: A Student Guidebook for Service-Learning Across the Disciplines by Christine M. Cress; Peter J. Collier; Vicki L. Reitenauer.A student-friendly, self-directed guide to service-learning.Develops the skills needed to succeed .Clearly links service-learning to the learning goals of the course.Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses.Promotes independent and collaborative learning .Equally suitable for courses of a few weeks or a few months duration.Shows students how to assess progress and communicate end-results.Low priced the ideal companion to disciplinary course readings.Methodology and activities extensively tested at Portland State University.Written for students participating in service-learning as a class, but also suitable for students working individually on a project This book is intended as a self-directed guide for college-level students who are engaged in service-learning. Though addressed principally to students participating in service-learning as a class, it is also suitable for students working individually. The authors goals are to enable the reader to derive the greatest benefit from the experience in terms of providing meaningful service to the community partner, developing his or her skills and knowledge, and connecting back what she or he learns to course objectives and the framework of their discipline.Service-learning requires students to take on new roles and to pursue learning in ways fundamentally different from traditional courses. This book begins by setting the context, explaining the differences between service and volunteerism and linking service-learning to the larger issues of citizenship and democracy. It then provides activities, exercises and other resources to develop students skills of reflection, teamwork and cultural competence; and to help them plan, work with community partners, exercise leadership and manage change. The authors provide a framework for students to assess their progress and communicate final results to all stakeholders.By linking service-learning to the learning goals of the student s course, this workbook constitutes the ideal companion to disciplinary course readings. It is equally suitable for courses of a few weeks or a few months duration. The exercises can be undertaken by the students by themselves, or together with their peers, and can be incorporated as class activities by the teacher. This succinct and conversationally-written guide will engage and motivate your students while developing the skills to succeed in their service-learning.
Transforming Teacher Education through Service-Learning by Virginia M. Jagla; Joseph A. Erickson; Alan S. TinklerTransforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question “Why service-learning now?” as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow’s children. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform.
The Unheard Voices: Community Organizations and Service Learning by Randy Stoecker; Elizabeth A. Tryon; Amy HilgendorfService learning has become an institutionalized practice in higher education. Students are sent out to disadvantaged communities to paint, tutor, feed, and help organize communities. But while the students gain from their experiences, the contributors to "The Unheard Voices" ask, Does the community? This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, "The Unheard Voices" challenges assumptions about the effectiveness of service learning. Chapters offer strong critiques of service learning practices from the lack of adequate training and supervision, to problems of communication and issues of diversity. The book's conclusion offers ways to improve service learning so that future endeavors can be better at meeting the needs of the communities and the students who work in them.
PCNAF High School Partnership Program allows U.S. and Nigerian high schools to partner and support each other, while engaging cultural differences; particular emphasis on supporting young women's education programs in Nigeria