Lexington Books
Pages: 318
•
Trim: 6 x 9
978-1-4985-1861-1 • Hardback • October 2015 • $120.00 • (£92.00)
978-1-4985-1862-8 • eBook • October 2015 • $114.00 • (£88.00)
Penny L. Tenuto is assistant professor in educational leadership in the Department of Leadership and Counseling at the University of Idaho.
Introduction: Applying a Model for Democratic Professional Practice in Education (DPPE), Penny L. Tenuto
PART ONE: Sharing Purpose, Data, and Expertise: Co-constructing Partnerships for Access and Excellence
Chapter 1. Leading, but Not in Charge: Leadership within Non-Hierarchical Spaces, Catherine Bornhorst and Viola Florez
Chapter 2. Developing Democratic Clinical Preparation Collaboratives: Working With and Within P-12 School / University Partnerships, Cheryl A. Franklin Torrez
Chapter 3. A Model of Equity and Excellence in Teacher Education: Lessons from a Program of Students of Color in a PWI, Shirley Mthethwa-Sommers
Chapter 4. Transforming Middle Level Teacher Candidates with the TEAM Model to Establish Democratic Professional Practice in Education, Nancy P. Gallavan and Marilyn A. Friga
Chapter 5. Effects of a Global Teacher Internship Program on American Pre-Service Science Teachers, Jiyoon Yoon and Leisa Martin
Chapter 6. Preparing for Teaching in a Democratic Society: Unpacking Key Components of a Political Science/Teacher Education Block, Dennis E. Potthoff, Diane L. Duffin, and Jane Ziebarth-Bovill
Chapter 7. Sharing Responsibility for Democratic Governance: Preparing the Next Generation of Teacher-Leaders, Diane L. Duffin, Jane Ziebarth-Bovill, Rochelle Hunt Krueger, and Dennis E. Potthoff
Chapter 8. Agenda for Education in a Democracy: Lesson Plan Template for Social Justice, Karen A. Rowe and Elizabeth A. Urban
PART TWO: Sharing Leadership and Responsibility for Renewed Accountability
Chapter 9. Teacher Leadership in Collaborative Teams: The Importance of Process, Scott C. Bauer, Michelle Van Lare, S. David Brazer, and Robert Smith
Chapter 10. Democratic Professional Practice for Technology Integration, Katheryn E. Shannon and Jean L. Cate
Chapter 11. Postsecondary Education Discourse at a Remote Rural High School, Tamara Newport Love
Chapter 12. Democratic Professional Practice in Education in USA and Brazil, Elizabeth T. Murakami, Cynthia Paes de Carvalho, and Ana Cristina Prado de Oliveira
Chapter 13. Improving Student Achievement through Culturally Engaging Schools, Susan E. McLaughlin-Jones
Chapter 14. Overcoming Teacher Isolation through a Teacher-Led Project of FRANC, Susan E. McLaughlin-Jones
Chapter 15. Leading for Student Belongingness in P-12 Schools: A Teaching Case for School Administrators and Teacher Leaders, Mary E. Gardiner, Penny L. Tenuto, and Julie K. Yamamoto
Chapter 16. DPPE and the Scholar-Practitioner: Accountability through Care, Collaboration, Criticality, and Commitment, Charles L. Lowery, Chetanath Gautam, Anthony Walker, and Chance Mays
The authors build on work by pioneers like John Goodlad and continue to advance the purposes of schooling in and for a healthy democracy. Democratic professional practice in education (DPPE) provides the framework for a wide-ranging montage of quality professional practices that span traditional institutional boundaries to give readers compelling examples that remind us that innovative, collaborative, student-focused work serves all students and our democracy well.
— Ann Foster, National Network for Educational Renewal, Co-Executive Director
This timely volume is perfect for teachers and principals who care about democratic processes in schools. The chapters provide excellent examples of applied research in a wide range of classrooms with today’s students. Clearly, practitioners engage with Penny Tenuto’s DPPE model because it promotes greater student learning.
— Margaret Grogan, College of Educational Studies, Chapman University
This book’s emphasis on shared purpose, data, expertise, leadership, and responsibility as a framework for strengthening and empowering school communities makes it a valuable resource for practicing and aspiring educators and those responsible for preparing them.
— Sonya Douglass Horsford, George Mason University