Teacher prep 3.0: a vision for teacher education to impact social transformation

References

• AERA. 2015. AERA Statement on the Use of Value-Added Models for the Evaluation of Educators and Education Preparation Programs. Educational Researcher. Accessed February 28, 2015. http://edr.sagepub.com/content/early/2015/11/10/0013189X15618385.full.pdf+html
   Web of Science ®Google Scholar
• American Statistical Association. 2014, April. American Statistical Association Statement on Using Value Added Models for Education Assessment. Accessed May 10, 2014. http://www.scribd.com/doc/217916454/ASA-VAM-Statement-1
   Google Scholar
• Arnett, T. 2015. Start-up Teacher Education: A Fresh Take on Teacher Credentialing. Redwood City, CA: Christensen Institute.
   Google Scholar
• Berliner, D. 2011. “Rational Responses to High Stakes Testing: The Case of Curriculum Narrowing and the Harm That Follows.” Cambridge Journal of Education 41 (3): 287–302.10.1080/0305764X.2011.607151
   Web of Science ®Google Scholar
• Brewer, T. J., K. Kretchmar, B. Sondel, S. Ishmael, and M. Manfra. 2016. “Teach for America’s Preferential Treatment: School District Contracts, Hiring Decisions, and Employment Practices.” Education Policy Analysis Archives 24: 15. Retrieved on July 29, 2016 from http://epaa.asu.edu/ojs/article/view/1923.10.14507/epaa.24.1923
   Google Scholar
• Carr, S. 2014. Hope against Hope: Three Schools, One City, and the Struggle to Educate America’s Children. London, UK: Bloomsbury Publishing.
   Google Scholar
• Clifford, G. J., and J. W. Guthrie. 1990. Ed School: A Brief for Professional Education. Chicago, IL: University of Chicago Press.
   Google Scholar
• Cochran-Smith, M. 1991. “Learning to Teach against the Grain.” Harvard Educational Review 61 (3): 279–311.10.17763/haer.61.3.q671413614502746
   Web of Science ®Google Scholar
• Cochran-Smith, M., P. Piazza, and C. Power. 2013. “The Politics of Accountability: Assessing Teacher Education in the United States.” The Educational Forum 77 (1): 6–27. Taylor &Francis Group.
   Google Scholar
• Darling-Hammond, L. 2006. Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Darling-Hammond, L., and J. Bransford. 2005. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Hoboken, NJ: John Wiley &Sons.
   Google Scholar
• Darling-Hammond, L., R. C. Wei, and C. M. Johnson. 2009. “Teacher Preparation and Teacher Learning: A Changing Policy Landscape.” Handbook of Education Policy Research 613–636.
   Google Scholar
• Dover, A., B. Schultz, K. Smith, and T. Duggan. 2015. “Embracing the Controversy: EdTPA, Corporate Influence, and the Cooptation of Teacher Education.” Teachers College Record. Retrieved on July 29, 2016 from www.tcrecord.org.
   Google Scholar
• Dudley-Marling, C. 2007. “Return of the Deficit.” Journal of Educational Controversy 2 (1): 5. Retrieved on July 29, 2016 from http://cedar.wwu.edu/cgi/viewcontent.cgi?article=1028&context=jec.
   Google Scholar
• Duncan, G. J., and R. J. Murnane, eds. 2011. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances. New York: Russell Sage Foundation.
   Google Scholar
• Gastic, B. 2013. Closing the Opportunity Gap: Preparing the Next Generation of Effective Teachers. Washington, D.C: American Enterpise Institute.
   Google Scholar
• Gatti L. 2014. “Negotiating Conflicting Frames of Experience: Learning to Teach in an Urban Teacher Residency.” In Learning Teaching from Experience: Multiple Perspectives and International Contexts. London, UK. 207.
   Google Scholar
• Gatti, L., and T. Catalano. 2015. “The Business of Learning to Teach: A Critical Metaphor Analysis of One Teacher’s Journey.” Teaching and Teacher Education 45: 149–160.10.1016/j.tate.2014.10.003
   Web of Science ®Google Scholar
• Gay, G. 2010. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.
   Google Scholar
• Giroux, H. A. 2013. America’s Education Deficit and the War on Youth: Reform beyond Electoral Politics. New York, NY: NYU Press.
   Google Scholar
• Goldstein,M. 2013a. Phoning Parents. Boston, MA: Match Education.
   Google Scholar
• Goldstein, M. 2013b. “Match Teacher Residency.” Accessed May 25, 2015. http://www.teachingworks.org/images/files/MATCH_Teacher_ResidencyMichael_Goldstein.pdf
   Google Scholar
• Goodman, J. F. 2013. “Charter Management Organizations and the Regulation Environment: Is It worth the Price?” Educational Researcher 42 (2): 89–96.10.3102/0013189X12470856
   Web of Science ®Google Scholar
• Gorski, P. 2006. “The Classist Underpinnings of Ruby Payne’s Framework.” Teachers College Record 12322.Retrieved on July 29, 2016 from www.tcrecord.org.
   Google Scholar
• Gorski, P. C. 2012. “Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes That Mis-Shape Education Practice and Policy.” Equity and Excellence in Education 45 (2): 302–319.10.1080/10665684.2012.666934
   Google Scholar
• Grossman, P., and S. Loeb, eds. 2008. Taking Stock: An Examination of Alternative Certification. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Haberman, M. 1991. “The Pedagogy of Poverty versus Good Teaching.” Phi Delta Kappan 73 (4): 290–294.
   Web of Science ®Google Scholar
• Hammerness, K., L. Darling-Hammond, J. Bransford, D. Berliner, M. Cochran-Smith, M. McDonald, and K. Zeichner. 2005. How Teachers Learn and Develop. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. New York: John Wiley & Sons.
   Google Scholar
• Kozol, J. 2005. The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York, NY: Random House LLC.
   Google Scholar
• Kretchmar, K., B. Sondel, and J. J. Ferrare. 2014. “Mapping the Terrain: Teach for America, Charter School Reform, and Corporate Sponsorship.” Journal of Education Policy 29 (6): 742–759.10.1080/02680939.2014.880812
   Web of Science ®Google Scholar
• Kronholz, J. 2012. “A New Type of Ed School.” Education Next 12 (4). Retrieved on July 29, 2016 from http://educationnext.org/a-new-type-of-ed-school/.
   Google Scholar
• Kumashiro, K. 2010. “Seeing the Bigger Picture: Troubling Movements to End Teacher Education.” Journal of Teacher Education 61 (1–2): 56–65.10.1177/0022487109347318
   Web of Science ®Google Scholar
• Labaree, D. F. 2004. The Trouble with Ed Schools. New Haven, CT: Yale University Press.
   Google Scholar
• Lemov, D. 2010. Teach like a Champion: 49 Techniques That Put Students on the Path to College (K-12). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Levin, T., and R. Long 1981. Effective Instruction. 225 North Washington Street, Alexandria, VA 22314: Association for Supervision and Curriculum Development.
   Google Scholar
• Levine, A. 2006. Educating School Teachers. Princeton, NJ: Education Schools Project.
   Google Scholar
• Lipman, P. 2011. The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. New York: Routledge.
   Google Scholar
• Lyall, K. C., and K. R. Sell. 2006. “The De Facto Privatization of American Public Higher Education.” Change: The Magazine of Higher Learning 38 (1): 6–13.10.3200/CHNG.38.1.6-13
   Google Scholar
• MATCH Teacher Residency. 2015. Accessed August 30, 2015. http://www.matcheducation.org/join/match-teacher-residency/
   Google Scholar
• Murrell Jr., P. C. 2001. The Community Teacher: A New Framework for Effective Urban Teaching. New York: Teachers College Press, Columbia University.
   Google Scholar
• National Research Council. 2010. Preparing Teachers: Building Evidence for Sound Policy. Center for Education. Washington, DC: National Academies Press.
   Google Scholar
• Otterman, S. 2011. “Ed Schools’ Pedagogical Puzzle.” The New York times, July 21. http://www.nytimes.com/2011/07/24/education/edlife/edl-24teacher-t.html?pagewanted=all.
   Google Scholar
• Plecki, M. L., A. M. Elfers, and Y. Nakamura. 2012. “Using Evidence for Teacher Education Program Improvement and Accountability an Illustrative Case of the Role of Value-Added Measures.” Journal of Teacher Education 63 (5): 318–334.10.1177/0022487112447110
   Web of Science ®Google Scholar
• Reckhow, S., and J. W. Snyder. 2014. “The Expanding Role of Philanthropy in Education Politics.” Educational Researcher 43 (4): 186–195.10.3102/0013189X14536607
   Web of Science ®Google Scholar
• Relay Graduate School of Education. 2014. Relay New Orleans Curriculum Materials and Readers. New York, NY.
   Google Scholar
• Relay Graduate School of Education. 2015. Accessed May 26, 2015. http://www.relay.edu/programs/houston-mat/details
   Google Scholar
• Rose, M. 2014. Why School?: Reclaiming Education for All of Us. New York, NY: The New Press.
   Google Scholar
• Rothstein, R. 2004. Class and Schools: Using Social, Economic, and Educational Reform to Close the Achievement Gap. Washington, DC: Economic Policy Institute.
   Google Scholar
• Saltman, K. J. 2010. The Gift of Education: Public Education and Venture Philanthropy. London: Palgrave Macmillan.10.1057/9780230105768
   Google Scholar
• Scott, J. 2009. “The Politics of Venture Philanthropy in Charter School Policy and Advocacy.” Educational Policy 23 (1): 106–136.10.1177/0895904808328531
   Web of Science ®Google Scholar
• Skinner, E. A., M. T. Garreton, and B. D. Schultz. 2011. Grow Your Own Teachers: Grassroots Change for Teacher Education. Teaching for Social Justice. New York: Teachers College Press.
   Google Scholar
• Sondel, B. 2015. “Market-Based Pedegogies: Assessment, Instruction, and Purpose at a ‘No Excuses’ Charter School.” In Only in New Orleans, edited by L. F. Miron, B. R. Beabout and J. L. Boselovic.109–128.
   Google Scholar
• Stitzlein, S. M., and C. K. West. 2014. “New Forms of Teacher Education: Connections to Charter Schools and Their Approaches.” Democracy and Education 22 (2). Retrieved on July 29, 2016 from http://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1146&context=home.
   Google Scholar
• Suitts, S. 2015. A New Majority Research Bulletin: Low Income Students Now a Majority in the Nation’s Public Schools. Atlanta, GA: Southern Education Foundation.
   Google Scholar
• Teach For America 2013. Teach For America Summer Institute Training Materials. First 8 Weeks. Teach For America. New York, NY.
   Google Scholar
• Valenzuela, A. 2005. Leaving Children behind: How “Texas-Style” Accountability Fails Latino Youth. Albany, NY: Suny Press.
   Google Scholar
• Villegas, A. M., and J. J. Irvine. 2010. “Diversifying the Teaching Force: An Examination of Major Arguments.” The Urban Review 42 (3): 175–192.10.1007/s11256-010-0150-1
   Google Scholar
• Warren, M. 2005. “Communities and schools: A new view of urban education reform.” Harvard Educational Review 75 (2): 133–173.
   Web of Science ®Google Scholar
• Wilson, S. M., and E. Tamir. 2008. “The Evolving Field of Teacher Education: How Understanding Challenge (R) S Might Improve the Preparation of Teachers.” Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts 3: 908–936.
   Google Scholar
• Zeichner, K. 2010. “Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.” Teaching & Teacher Education 26 (8): 1544–1552.
   Web of Science ®Google Scholar
• Zeichner, K. 2014. “The Struggle for the Soul of Teaching and Teacher Education.” Journal of Education for Teaching 40 (5): 551–568.
   Web of Science ®Google Scholar
• Zeichner, K., M. Bowman, K. Napolitan, L. Guillen, D. Bennett, K. Cooly-Strom, and J. Gardner. 2015. “Engaging Local Communities in Preparing the Teachers of Their Children.” Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.
   Google Scholar
• Zeichner, K., K. A. Payne, and K. Brayko. 2015. “Democratizing Teacher Education.” Journal of Teacher Education 66 (2): 122–135.10.1177/0022487114560908
   Web of Science ®Google Scholar
• Zeichner, K., and C. Pena-Sadnoval. 2015. “Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund.” Teachers College Record 117 (6): 1–44.
   Google Scholar
• Zygmunt, E., and P. Clark. 2015. Transforming Teacher Education for Social Justice. New York, NY: Teachers College Press.
   Google Scholar