Subject Index
University Partnerships for Pre-Service and Teacher Development
ISBN: 978-1-78714-265-7, eISBN: 978-1-78714-264-0
ISSN: 2055-3641
Publication date: 27 May 2017
This content is currently only available as a PDF
Citation
(2017), "Subject Index", University Partnerships for Pre-Service and Teacher Development (Innovations in Higher Education Teaching and Learning, Vol. 10), Emerald Publishing Limited, Leeds, pp. 273-277. https://doi.org/10.1108/S2055-364120170000010020
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Academies
, 165, 170
Access to literacy
, 234
Accountability
, 46, 53, 54, 55, 124, 163
Administrators
, 4, 5, 6, 40, 52, 200
Alliance
, 165, 180
Alternate pathway
, 130
Apprenticeship
, 12, 129, 150–151, 158, 166
Art
, 178, 179, 182, 183, 184, 188, 189–190
Assessment
, 45, 46–48, 49, 75, 76–77, 78, 89
Attitudes
, 38, 40, 213, 225, 240
Basic education
, 58, 61, 96, 103
Boundaries
, 19–20, 22, 30
Boundary Objects
, 23–24
Case study
, 13, 247, 248
Change Theory
, 212, 213
Citizenship
, 178, 180
Civic engagement
, 203, 204, 233
Civil disobedience
, 180
Close reading
, 178, 184, 189
Co-creating Mode
, 210, 214, 216
Collaboration
, 6, 7, 8, 14, 19, 21, 23, 24, 25, 29, 30, 51, 52, 53, 54, 55, 75, 95, 109–125, 127–144, 148, 152, 177–191, 198, 199, 200, 202, 203
Collaborative apprenticeship
, 147–159
Collaborative partnership
, 9, 59, 74, 76, 106
Communication
, 23, 30, 53, 54, 55, 135, 136, 142–143, 185, 210
Community of practice
, 23, 25, 28, 29
Community service initiatives
, 83–84, 85
Community
, 6, 8, 9, 12, 13, 29, 38, 78, 83–84, 85–86, 109–125, 179, 195–205, 227, 233
Competencies
, 12, 38, 52, 61, 149, 151–155
Complimentary
, 163, 164
Conceptualization
, 29, 128, 130, 136
Conferences as assessment and guiding tools
, 69
Conscientious objection
, 180
Consortium
, 17–31
Constructivism
, 211, 212
Contentious partnerships
, 134
Continuing teacher education
, 59–61, 63–67
Critical incidents
, 17–31
Criticizing Mode
, 210
Cross-cultural understanding
, 234
Culturally responsive teaching
, 222, 230
Curricular design
, 187
Curricular revision
, 187
Curriculum
, 10, 26–29, 61, 137, 151–155, 183, 184, 187, 191, 240
Curriculum based-measurement
, 76
Decision making levels
, 135
Democracy
, 13, 178, 180, 182, 183
Descriptive methodology
, 61–63
Design-based research (DBR)
, 63–67, 68, 69
Development
, 3–14, 19, 22, 23, 25, 26, 29, 36, 50–51, 66, 67, 68, 99, 101, 103, 105, 114, 130–135, 201, 203–204, 205
Dissent
, 178, 180–181, 190
Disturbance
, 166, 167, 168
Effective Modes
, 39, 210–212, 218
Elementary schools
, 11, 13, 36, 39, 42, 43–44, 50, 52, 73–90, 196, 203
English language learners (ELLs)
, 37, 38
Entrepreneurial approach
, 64
Entrepreneurship education
, 58–59, 60, 61, 62, 64, 68
Environment
, 5, 30, 38, 49, 57–69, 105, 134, 169–170, 232
Equality
, 13, 178, 180
Ethic of caring
, 225, 226
Ethics
, 238, 247
Evaluation
, 18, 22, 28, 39, 45, 50, 68, 102, 103–105, 139–142, 186–187
Experience
, 12, 30, 47, 66, 75, 78, 90, 100, 103, 109–125, 149, 150, 155, 157, 171, 187, 197, 203, 222, 223, 224, 225, 227, 232, 241, 246
Expertise in universities to exploit
, 59, 61, 68, 121, 200
External relevancy
, 239, 240, 250
Facilitation
, 28–29
Faculty exchange programs
, 76–78, 90
Faculty of education
, 14, 124, 238
Family literacy
, 38
Formation
, 129–130, 238, 239, 245, 248, 250
Foundations
, 55, 238
Framework of expectations
, 143
Freedom
, 13, 67, 182
Future Teachers
, 12, 88, 94, 96, 99, 100, 103, 106–107
General education
, 11, 58, 60, 67, 76
Growth
, 9, 112, 149, 151, 155, 157, 225, 227, 241
Hands-on learning
, 11, 75
Higher Education Institution
, 97, 162
History
, 177–191
Humanism
, 211, 212
Humanities
, 183, 186
Impact on student learning
, 76, 78, 88, 90
Implementation
, 6, 22, 28, 39, 40–41, 43, 52, 98, 135–136
Inclusion
, 13, 178
Inconsistent Mode
, 210
Induction
, 10, 173, 247
Ineffective Modes
, 210, 211
Initial Teacher Education (ITE)
, 13, 68, 110, 128, 129, 162–163, 164, 165, 167, 171, 173, 174
Institutional
, 11, 19, 22, 25, 27, 30, 95–98, 111, 170, 186, 251
Integrity
, 174
Intentionality
, 19, 20, 22, 25
Interdisciplinary
, 21, 22, 30, 114, 186, 189
Interfering Mode
, 210
Interinstitutional collaboration
, 19, 21
Intermediate schools
, 39, 42, 46, 50
Internal relevancy
, 239, 240, 246
International partnerships
, 222
Joint classroom programs
, 87–88, 90
Kagan’s stages of collaboration
, 128, 129
Law
, 245, 247, 248–249
Leadership
, 6, 7, 8, 88–90, 116, 149, 152, 157, 205
Learning teaching
, 100, 101, 106
Liberty
, 178
Literacy
, 14, 18, 20, 21, 22, 77, 81, 82, 83–84, 85, 203, 222, 224, 226, 227, 228, 229, 234, 238, 240, 247, 251
Literacy instruction
, 223
Low SES schools
, 129, 130, 132, 139
Managerial levels
, 132, 135, 143, 144
Managerialism
, 162
Marketization
, 165
Mentor
, 7, 131, 132, 141, 143, 149, 150, 151–152, 154, 155, 156, 157–158, 173, 205
Mentor teachers
, 128, 131, 132, 134, 139, 140, 141, 149, 150, 154, 155
Mindful Process
, 210, 218
Museum education
, 183, 186
Negotiation
, 19, 24, 26, 29, 30, 31, 144, 239
Neoliberal
, 110, 162, 174
Nova Scotia
, 240, 246, 247, 248
Novice
, 149, 150, 151, 152, 153, 154, 155, 156, 158, 212
Official Partnership
, 100, 106
Operational levels
, 129, 132, 135, 143, 144
Oppositional Mode
, 210
Organization
, 4, 5, 6, 7, 8, 18, 20, 21, 52, 74, 88, 94, 95, 111, 119, 120, 130, 170, 201, 203
Over-adapted Mode
, 210
P-12 education
, 149, 153, 156, 158, 159
Parent
, 35–55, 81, 86, 203, 204, 233
Partners
, 19, 20, 21, 23, 24, 28, 29, 75, 84, 88, 129, 142, 143, 240, 250–251, 252
Partnership
, 3–14, 18, 19–23, 30, 35–55, 67, 69, 75, 76, 77, 78, 79, 80, 81, 82, 83–84, 85, 87, 88–90, 93–107, 119, 120, 121, 127–144, 148, 152, 158, 161–174, 188–190, 195–205, 237–252
Pedagogical
, 11, 12, 13, 14, 19, 25, 41, 63, 94, 100, 103, 105, 110, 111–119, 121, 124, 164, 168, 172, 208, 209, 248
Pedagogical Practices
, 64, 103, 105, 151, 222
Pedagogy
, 25, 28, 53, 54, 55, 172, 228, 231
Playful Mode
, 210, 214, 216
Policy
, 4, 10, 19, 29, 58, 61, 94, 95, 110, 111, 115, 118, 164, 172, 245, 247, 251
Politics
, 13, 165, 166, 171, 246, 247, 251
Practice
, 6, 7, 8, 9, 12, 19, 22, 23, 25, 28, 29, 41, 58, 59, 60, 61, 62, 64, 66, 69, 75, 103, 104, 113, 114, 115, 117, 119, 121–122, 124, 130, 132, 134, 136, 138, 141, 143, 148, 149, 154, 171, 183, 187, 191, 200, 201, 208, 213, 214, 218, 222, 248–249, 251
Practice-based
, 162
Pragmatism
, 18, 19, 211, 212
Pre-service education
, 85, 238
Pre-service educators
, 74, 75, 77, 78, 79, 80, 82, 83, 84, 85, 86, 87, 88, 89, 90
Processes
, 20, 26, 27, 30, 46, 64, 68, 98
Professional
, 5, 9, 10, 14, 106, 111, 114, 117, 120, 123, 124, 149, 154, 158, 164, 168–169, 212, 238, 239, 240–241, 245, 246, 247, 248, 249–250, 251, 252
Professional development
, 5, 6, 7, 8–9, 10, 11, 12, 13, 30, 40–41, 53, 54, 55, 74, 75, 78, 80, 82, 83, 86, 87, 88–89, 90, 128, 134, 137, 148, 154, 180, 187, 188, 189, 190, 191, 207–218
Professional Development Center
, 12, 147–159
Professional development school
, 128, 148
Professional identity
, 14, 237–252
Professional literacy
, 14, 238, 239, 240, 241, 245, 247
Professional meetings
, 238, 240, 241, 246, 252
Professionalism
, 27, 119, 239, 240, 247, 248, 252
Project
, 10–11, 13, 18, 20, 21, 22–23, 27, 28, 30, 31, 36–37, 39, 40, 49–50, 62, 66, 67, 68, 69, 84, 95, 96, 98, 100, 101–106, 129, 130, 132, 136, 142, 143, 144, 151, 182, 186, 199, 200, 201, 202, 204, 205, 227, 232
Public policy
, 11, 94, 95, 98
Reading
, 36, 37, 38, 39, 43, 45–46, 47, 48–49, 50, 52, 77, 78, 79, 81, 82, 86, 87–88, 89, 150, 189, 202, 203–204, 222, 223, 230, 231, 232, 233, 239
Reckless Mode
, 210
Recommendations
, 11, 26, 36, 38, 55, 56, 57, 58
Recruitment
, 5, 164, 171, 172–173
Reflection
, 7, 12, 13, 24, 29, 64, 66, 67, 103, 104, 106, 110, 113, 115, 118, 119, 124, 136, 218, 222, 231
Reflective
, 23, 61, 110, 115, 124, 136, 137, 223, 225, 227
Re-formation
, 139–142
Relational
, 169, 225
Reluctant readers
, 87–88
Renewal
, 79, 89, 148, 149, 151, 157
Resolutions
, 246, 249, 250
Resources
, 5, 27, 37, 40, 51, 68, 124, 183, 184, 198, 200, 223, 225, 232
Retrospective
, 223, 234
Roles and responsibilities
, 130, 131, 143, 164, 171
Routes
, 20, 162, 164, 165, 166, 174
Scholarship program
, 128–129, 130, 131, 132, 133, 134, 135, 136, 141, 142, 144
School
, 5, 8, 10, 11, 12, 13, 36, 37, 38–40, 41, 42, 43, 47, 50, 51, 54, 73–90, 93–107, 110, 112, 124, 131, 134, 139–142, 151, 154, 155, 156, 158, 161–174, 177–191, 196, 197, 201, 203, 205, 226, 229, 233, 247, 250, 251
School board
, 14, 238, 240, 241, 245, 246–247, 250, 251, 252
School collaboration
, 13, 51, 177–191
School Context
, 99, 100, 101, 103, 104, 106, 172
School Direct
, 120, 165, 166, 168, 170, 173
School-University Partnership
, 13, 37, 127–144
Second language learning
, 234
Secondary education
, 58, 59, 189
Self-concept
, 46
Self-efficacy
, 60, 157
Social studies
, 13, 178
Societal purpose of universities
, 196
Spring council
, 246, 249, 250
Structuring Mode
, 213, 216
Student learning
, 6, 7, 75, 90, 104, 105, 109–125, 222, 239, 241
Study skills program
, 83
Successful
, 8, 9, 11, 29, 30, 36, 37, 40, 49, 50, 51, 134, 135, 136, 142, 144, 156, 157, 200, 203
Support in teachers’ workplaces
, 68
Supporting Mode
, 210, 214, 216
TA OK Modes Model
, 13, 14, 209, 210–212, 213, 214, 215, 217, 218
Teach First
, 166
Teacher development
, 3–14, 245
Teacher education programs
, 110, 129, 196, 208, 222, 239, 240–241, 251
Teacher Education
, 11, 12, 13, 68, 93–107, 114, 127–144, 161–174, 208, 218, 241
Teacher initiatives
, 74
Teacher preparation program
, 73–90
Teacher training
, 11, 165, 166, 168, 173
Teacher unions
, 14, 237, 238, 239, 240, 250, 251
Teacher welfare
, 238, 246, 247, 250
Teachers
, 4–6, 7, 8, 9, 10, 13, 36, 39, 40, 52, 57–69, 74, 76, 78, 83, 94, 96, 99, 100, 101, 102, 103, 104, 106–107, 128, 129, 130, 131, 132, 136, 140, 149, 150, 151, 152, 155, 156, 157, 168–169, 170, 171, 172, 178, 180, 183, 185, 190, 197, 198, 202, 204, 207–218, 222, 223, 225, 226, 228, 238, 239–240, 245, 246, 247, 249, 250, 251, 252
Teachers’ reflective practices
, 61, 68, 104, 136, 139, 241
Teachers’ self-assessment
, 61
Teaching
, 4, 5, 10, 11, 13, 14, 28, 37, 59, 74, 75, 77, 150, 154, 162, 164, 168, 170, 172, 173, 183, 184, 196–198, 208, 212, 214, 215, 221–234, 238, 241–245, 248, 251
Teaching practices
, 9, 13, 104, 168, 208, 213, 222, 224, 248
Teaching School
, 165, 168, 173
Territorialism
, 19, 24
Theory
, 25, 37, 41, 60, 62, 114, 117, 122, 124, 141
Theory and Practice Dichotomy
, 106
Training
, 12, 20, 22, 28, 37, 38, 50, 51, 78, 94, 95, 98, 100, 101, 102, 103, 104, 105, 106, 107, 165, 200, 238
Transactional analysis
, 13, 207–218
Transformational
, 6, 19
Transformative
, 20, 30, 150
Trust
, 20, 23, 26, 30, 45, 156, 182
Tutoring
, 35–55, 204, 233
Understanding timeframes
, 143–144
University
, 3–14, 26, 28, 36, 57–69, 74, 75, 77, 78, 83, 85, 88, 94, 95, 106, 109–125, 127–144, 148, 149, 150, 158, 168, 170, 171, 173–174, 196, 198–199, 201, 205, 226, 228, 232, 251
University-school partnerships
, 11, 12, 75, 90, 93–107, 131, 148, 173
Upper secondary education
, 58, 59
Virtual Learning Environment (VLE)
, 19
Visual thinking strategies
, 178
Working life approach
, 58, 59, 61, 63, 64, 68, 69
Work-integrated learning
, 62, 64, 113, 117
Workplace pedagogic practices
, 62, 64
- Prelims
- Part I Concepts and Principles
- Novel Approaches in University Partnerships: An Introduction to University Partnerships for Pre-Service and Teacher Development
- A Scottish Consortium of Higher and Further Education Institutions: Developing Collaboration through Critical Incidents
- Part II Successful Practices
- Students Helping Students: An ELL Parent Tutoring Program Partnership
- The Role of the University in Supporting Teachers in General Education to Develop Learning Environments Related to Working Life and Entrepreneurship
- Mutually Beneficial Collaborative Initiatives between Elementary Schools and A University Teacher Preparation Program
- An Analysis of a Brazilian University-School Partnership Program for Teacher Education
- Developing Local and International Collaborations to Enhance the Student Learning Experience through University–Community Engagements
- Breaking the Apprenticeship of Observation through Collaboration: A School-University Partnership in Teacher Education for High Needs Schools
- The Professional Development Center as A Collaborative Apprenticeship
- The Challenge of School-Led Teacher Education for Those Working within Traditional Teacher Education Partnerships: A Case of Roman Riding
- Different Drumbeats: A University-Museum-School Collaboration to Inform History/Social Studies Learning through Integration of Visual Evidence
- Creating New Pathways for Partnerships between Universities and Communities
- The Role of Transactional Analysis OK Modes Model in Facilitating Second Language Teachers’ Professional Development
- Guatemala and United States Partnership Renews Teaching and Learning
- Educational Partnerships in Developing Professional Identity
- About the Authors
- Author Index
- Subject Index