LEADER 04223nam 22004453u 450 001 9910789903203321 005 20230803194750.0 010 $a1-61735-739-1 035 $a(CKB)2670000000184688 035 $a(EBL)3315733 035 $a(MiAaPQ)EBC3315733 035 $a(EXLCZ)992670000000184688 100 $a20151005d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 200 10$aPlacing Practitioner Knowledge at the Center of Teacher Education$b[electronic resource] $eRethinking the Policies and Practices of the Education Doctorate 210 $aCharlotte $cIAP - Information Age Publishing, Inc.$d2014 215 $a1 online resource (332 p.) 225 1 $aEducation Policy in Practice: Critical Cultural Studies 300 $aDescription based upon print version of record. 311 $a1-61735-738-3 327 $a""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"" 327 $a""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"" 327 $a""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 EdDa???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"" 327 $a""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.""; ""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."" 327 $a""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"" 327 $a""1. Normal courses and normal schools were part of the Horace Manna???s common school for the preparation of new teachers. The name a???normala??? comes from the French name, Ecole Normale, and refers to the education of teachers in general or a???normal..."" 410 0$aEducation policy in practice. 606 $aDoctor of education degree - United States 615 4$aDoctor of education degree - United States. 676 $a370.71173 700 $aMacintyre Latta$b Margaret$01136374 701 $aWunder$b Susan A$01497240 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910789903203321 996 $aPlacing Practitioner Knowledge at the Center of Teacher Education$93722286 997 $aUNINA