Rowman & Littlefield Publishers
Pages: 224
•
Trim: 6¼ x 9⅜
978-1-4758-3441-3 • Hardback • September 2017 • $97.00 • (£75.00)
978-1-4758-3443-7 • Paperback • September 2017 • $50.00 • (£38.00)
978-1-4758-3444-4 • eBook • September 2017 • $47.50 • (£37.00)
Sharon Iorio, Ph.D., is Professor of Communication and Dean Emerita of the Wichita State University College of Education. She began her 28-year academic career as a teacher of high school history, English, and journalism and through the years was also a researcher, author, consultant, and speaker with focus on the areas of communication and curriculum development.
Preface
Acknowledgments
Introduction
Chapter 1: Early Partnership Planning
Chapter 2: Recruitment: Many Pathways for Exploring a Career in Teaching
Chapter 3: Preservice Teacher Preparation: Creating a Full-Scale PDS Model
Chapter 4: Preservice Teacher Preparation: A Master of Arts in Teaching—Early Childhood Unified with Special Education Residency
Chapter 5: New Teacher Induction and Professional Development
Chapter 6: WTQP Evaluation, Impact, and Partnership Sustainability
Appendix A: Descriptive Summary of Coed Pre-Baccalaureate Curriculum
Appendix B: Publications and Research Papers Developed From WTQP
Appendix C: WTQP Independent Third-Party Evaluation Tables
Appendix D: Definitions
References
About the Author
About the Contributors
Index
I have spent my career in teacher education, worked in many partnerships, and am committed to improving urban schools. To do this, we must engage in high quality, game-changing work. I have been a long-time follower of the important work done by Wichita State University. This text includes the voices of a diverse group of partnership members, and I am looking forward to seeing this well-written and succinct story in print.
— Diane Yendol-Hoppey Ph.D, Professor and Dean, College of Education and Human Services, University of North Florida
A partnership of shared responsibilities in supporting student teachers between a university and a school district enhances the district’s capacity to retain quality teachers. The lessons learned in such collaborations can become a research supported pathway for school districts in major cities across the country. Hopefully the work found in this text will continue and new understandings will emerge that will guide teacher preparation programs.
— William D. Keilty, Clinical Supervisor, Hamline University, St. Paul, Minnesota