Placing practitioner knowledge at the center of teacher education : rethinking the policies and practices of the education doctorate

• Other Authors: Macintyre Latta, Margaret, 1955- (Editor), Wunder, Susan A. (Editor)
• Format: Electronic eBook
• Language: English
• Published: Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, 2012.
• Series: Education policy in practice.
• Subjects: Teachers > Training of > United States.; Teachers > Training of > United States > Curricula.; Doctor of education degree > United States.; Education > Research.; Educational strategies and policy.; Education.; elektronické knihy; electronic books
• ISBN: 9781806615414
• DOI: 10.1108/978-1-61735-739-8
• Physical Description: 1 online resource (xiii, 316 pages) : illustrations

Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their acco...

Table of Contents:

• Series editors' foreword / Edmund T. Hamann and Rodney Hopson
• Acknowledgments
• Introduction: Turning to practitioner knowledge: Policies and practices in relation to the edd
• Chapter 1. Investing in the formative nature of professional learning: Redirecting, mediating, and generating education practice-as-policy / Margaret Macintyre Latta and Susan Wunder
• Chapter 2. Why we need the edd to prepare new faculty / Eric Watts and David Imig
• Chapter 3. What history reveals about the education doctorate / Jill Alexa Perry
• Part I. 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
• Chapter 5. Learning to see inquiry as a resource for practice / Ruth M. Heaton and Stephen A. Swidler
• Chapter 6. The practices and knowledge of school-based teacher education practitioners / Fran Arbaugh, Jim Nolan, Kelly Mark, and Rebecca Burns
• Chapter 7. The scholarship of practice: Intersections of dialogue, investigation, and interactive knowledge / Richard D. Sawyer and Michele R. Mason
• Part II. Confronting and interrogating practitioner knowledge: Policy/practice risks and opportunities
• Chapter 8. Shared inquiry: The professional development school as a laboratory of practice for preparing the next generation of teacher educators / Bernard Badiali, Carla Zembal-Saul, Kristen Dewitt, and Donnan Stoicovy
• Chapter 9. Moving a whole school towards a leadership-oriented doctorate: The contributions and limits of vision and participation / William Firestone and Alisa Belzer
• Chapter 10. From teacher to researcher, researcher to teacher: Examining teachers' experiences of conducting research in their education settings / Elaine Chan
• Chapter 11. Leadership for educational equity: Opportunities and tensions of a new doctorate of education / Deanna Iceman Sands, Honorine Nocon, and Nancy Shanklin
• Chapter 12. The promise of preparing teacher leaders: Opportunities, challenges, and risks / Mary C. Markowitz and Marc Mahlios
• Part III. Investing in practitioner knowledge: Policy/practice relations and potentials
• Chapter 13. No longer phd-lite: Establishing a professional practice doctorate of substance / Thomas M. McGowan and Jon E. Pedersen
• Chapter 14. Intentional teacher education: The education of scholarly practitioners / Jacqueline Edmondson and Iris Striedieck
• Chapter 15. Critical friends: Curricular redesign and implementation of a small independent university's doctoral and undergraduate programs / Valerie A. Storey, Katrina M. Tellison, and Priscilla Boerger
• Chapter 16. Integrating practice into an edd program in a research-focused university / Sharon Ryan, Alisa Belzer, and Kim Heuschkel. Afterword / Susan Wunder and Margaret Macintyre Latta
• About the authors
• Index.