A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education

References

• American Museum of Natural History. (2018). Return of organization exempt from income tax [Form 990] filed internal revenue service. Retrieved from https://projects.propublica.org/nonprofits/organizations/136162659
   Google Scholar
• Arnett, T. (2015). Startup teacher education: A Fresh take on teacher credentialing. Lexington, MA: Clayton Christensen Institute for Disruptive Innovation.
   Google Scholar
• Ballou, D., & Podgursky, M. (2000). Reforming teacher preparation and licensing: What is the evidence? Teachers College Record, 102(1), 5–27.
   Web of Science ®Google Scholar
• Brown, K. D. (2013). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race Ethnicity and Education, 16(3), 316–338. doi:10.1080/13613324.2012.725039
   Web of Science ®Google Scholar
• Buchmann, M., & Floden, R. (1991). Programme coherence in teacher education: A view from the USA. Oxford Review of Education, 17(1), 65–72. doi:10.1080/0305498910170105
   Web of Science ®Google Scholar
• Carney, M. C. (2019). Preparing teachers for tomorrow: A case study of TEACH-NOW Graduate School of Education (Publication No. 2287470664) (Doctoral dissertation), Boston College. ProQuest Dissertations & Theses Global. Retrieved from https://proxy.bc.edu/loginqurl=https%3A%2F%2Fsearchproquest.com%2Fdocview%2F2287470664%3Faccountid%3D9673
   Google Scholar
• Carney, M. C. (2020). Designed for the digital age: Teacher preparation at TEACH-NOW Graduate School of Education. The New Educator, 17(1), 21–38. doi:10.1080/1547688X.2020.1826072
   Google Scholar
• Cochran-Smith, M. (1995a). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493–522. doi:10.3102/00028312032003493
   Web of Science ®Google Scholar
• Cochran-Smith, M. (1995b). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65(4), 541–570. doi:10.17763/haer.65.4.m77263886583326v
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Paradigms and politics. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 69–110). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17. doi:10.3102/0013189X034007003
   Google Scholar
• Cochran-Smith, M. (2014). Keeping teaching complex: Policy, research and practice. Venue, 4, 1–11.
   Google Scholar
• Cochran-Smith, M., & Villegas, A. M. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 439–547). Washington, DC: American Educational Research Association.
   Google Scholar
• Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W., Fernández, B., … Stern, R. (2018). Teacher quality and teacher education policy: The U.S. case and its implications. In M. Akiba & G. LeTendre (Eds.), The Routledge international handbook of teacher quality and policy (pp. 445–462). New York, NY: Stringer Publications.
   Google Scholar
• Cochran-Smith, M. (2020). Relocating teacher preparation to new graduate schools of education. The New Educator, 17(1), 1–20. doi:10.1080/1547688X.2020.1814466
   Google Scholar
• Cochran-Smith, M., Carney, M. C., Keefe, E. S., Burton, S., Chang, W. C., Fernández, M. B., … Baker, M. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M., Carney, M. C., & Miller, A. (2016). Relocating teacher preparation: New graduate schools of education and their implications [Conference Presentation]. In Lynch School of Education 10th Anniversary Endowed Chairs Colloquium Series. Chestnut Hill, MA: Boston College.
   Google Scholar
• Cochran-Smith, M., Keefe, E. S., Carney, M. C., Olivo, M., & Jewett Smith, R. (2020). Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly, 47(2), 8–37.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.
   Web of Science ®Google Scholar
• Cochran-Smith, M., Stern, R., Sánchez, J. G., Miller, A., Keefe, E. S., Fernández, B., … Baker, M. (2016). Holding teacher education accountable: A review of claims and evidence. National Education Policy Center Brief. Retrieved from https://nepc.info/sites/default/files/pb_cochran-smith_teacher_prep_0.pdf
   Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314.
   Web of Science ®Google Scholar
• Duncan, A. (2009). Teacher preparation: Reforming the uncertain profession. United States Department of Education. Retrieved from https://www.ed.gov/news/speeches/teacher-preparation-reforming-uncertain-profession
   Google Scholar
• Fraser, J., & Lefty, L. (2018). Teaching teachers: Changing paths and enduring debates. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Friedland, R., & Alford, R. R. (1991). Bringing society back in: Symbols, practices and institutional contradictions. In P. J. DiMaggio & W. W. Powell (Eds.), The new institutionalism in organizational analysis (pp. 232–266). Chicago, IL: University of Chicago Press.
   Google Scholar
• Goldstein, M., & McCue, S. (2020, February 12). How income share agreements helped our education school grow. Education Next. Retrieved from https://static1.squarespace.com/static/543fe0e3e4b0f38ea7930575/t/5e4ac1366dfe3141af477763/1581957431143/How+Income+Share+Agreements+Helped+%28EducationNext%29+-+2.12.2020.pdf
   Google Scholar
• Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241–1265.
   Web of Science ®Google Scholar
• Heinze, K. L., & Weber, K. (2016). Toward organizational pluralism: Institutional intrapreneurship in integrative medicine. Organization Science, 27(1), 157–172.
   Web of Science ®Google Scholar
• Hess, F. M. (2005). With the best of intentions: How philanthropy is reshaping K-12 education. In F. M. Hess (Ed.), The new education philanthropy: Politics, policy and reform (pp. 1–17). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Hess, F. M. (2012, May 16). Philanthropy gets into the ring: Edu-funders get serious about education policy. Education Week. Retrieved from http://www.edweek.org
   Google Scholar
• High Tech High/GSE. (in press a). Tuition and financial aid. Author. Retrieved from https://hthgse.edu/admissions/financial-aid/
   Google Scholar
• High Tech High/GSE. (in press b). Supporters. Author. Retrieved from https://hthgse.edu/about/supporters/
   Google Scholar
• Hollar, J. (2017). Speaking about education reform: Constructing failure to legitimate entrepreneurial reforms of teacher preparation. Journal for Critical Educational Studies, 15(1), 60–84.
   Web of Science ®Google Scholar
• Kantor, H., & Lowe, R. (2016). Educationalizing the welfare state and privatizing education: The evolution of social policy since the New Deal. In W. J. Matthis & T. M. Trujillo (Eds.), Learning from the federal market-based reforms (pp. 37–39). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Keefe, E. S. (2020). Learning to practice digitally: Advancing preservice teachers’ preparation via virtual teaching and coaching. Journal of Technology and Teacher Education, 28(2), 223–232.
   Google Scholar
• Keefe, E. S., & Miller, A. (2020). Training, technique, and automaticity: Teacher preparation at the Charles Sposato graduate school of education. The New Educator, 17(1), 39–57. doi:10.1080/1547688X.2020.1838677
   Google Scholar
• King, S., & Castenell, L. (Eds.). (2001). Racism and racial inequality: Implications for teacher education. Washington, DC: AACTE Publications.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Lewis, W., & Young, T. (2013). The politics of accountability: Teacher education policy. Educational Policy, 27, 190–216.
   Web of Science ®Google Scholar
• Lincove, J. A., Osborne, C., Mills, N., & Bellows, L. (2015). Teacher preparation for profit or prestige: Analysis of a diverse market for teacher preparation. Journal of Teacher Education, 66(5), 415–434.
   Web of Science ®Google Scholar
• McNeill, K. L., & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon.
   Google Scholar
• Mehta, J. (2013). How paradigms create politics: The transformation of American educational policy, 1980–2001. American Educational Research Journal, 50(2), 285–324.
   Web of Science ®Google Scholar
• Mehta, J., & Fine, S. (2015). Bringing values back in: How purposes shape practices in coherent school designs. Journal of Educational Change, 16(4), 483–510.
   Web of Science ®Google Scholar
• Meyer, H.-D., & Rowan, B. (2006). Institutional analysis and the study of education. In H.-D. Meyer & B. Rowan (Eds.), The new institutionalism in education (pp. 1–14). Albany: SUNY Press.
   Google Scholar
• Miller, A. F. (2017). Creating jaw-droppingly effective rookie teachers: Unpacking teacher preparation at the Sposato Graduate School of Education (Match Education). (Publication No.1891348873) (Doctoral dissertation), Boston College ProQuest Dissertations & Theses Global. Retrieved from https://proxy.bc.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1891348873%3Faccountid%3D9673
   Google Scholar
• National Commission on Teaching & America’s Future. (1996). What matters most: Teaching for America’s future. New York, NY: Teachers College, Columbia University.
   Google Scholar
• National Commission on Teaching & America’s Future. (1997). Doing what matters most. New York, NY: Teachers College, Columbia University.
   Google Scholar
• National Research Council, Committee on the Study of Teacher Preparation Programs in the United States. (2010). Preparing teachers: Building evidence for sound policy. Washington, DC: The National Academies Press.
   Google Scholar
• Olivo, M., & Jewett Smith, R. (2020). Science and service: Teacher preparation at the American museum of natural history. The New Educator, 17(1), 58–75. doi:10.1080/1547688X.2020.1821142
   Google Scholar
• Philip, T. (2019). Principled improvisation to support novice teacher learning. Teachers College Record, 121(4), 1–32.
   Google Scholar
• Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., Andrews, D. C., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 1–14.
   Web of Science ®Google Scholar
• Powell, W. (2007). The new institutionalism. In S. R. Clegg & J. R. Bailey (Eds.), The international encyclopedia of organization studies (pp. 1–11). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Relay Graduate School of Education. (in press). Our partners. Author. Retrieved from https://relay.edu/about-us/partners
   Google Scholar
• Roberts, S. (2020, May 14). Richard Gilder, donor to parks, museum and history, dies at 87. New York Times. Retrieved from https://www.nytimes.com/2020/05/14/nyregion/richard-gilder-dead.html
   Google Scholar
• Sánchez, J. G. (2019). Rethinking organization, knowledge, and field: An institutional analysis of teacher education at High Tech High. (Publication No. 2208316209) (Doctoral dissertation), Boston College. ProQuest Dissertations & Theses Global. Retrieved from https://proxy.bc.edu/loginqurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F2208316209%3Faccountid%3D9673
   Google Scholar
• Sánchez, J. G. (2020). Practicing with theory: Teacher education at High Tech High/GSE. The New Educator, 17(1), 76–9. doi:10.1080/1547688X.2020.1840685
   Google Scholar
• Scott, W. R., Ruef, M., Mendel, P., & Caronna, C. (2000). Institutional change and healthcare organizations: From professional dominance to managed care. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Sleeter, C. (2000). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.
   Web of Science ®Google Scholar
• Sposato Graduate School of Education. (2018). Return of organization exempt from income tax [Form 990] filed internal revenue service. Retrieved from https://projects.propublica.org/nonprofits/display_990/300639724/05_2019_prefixes_27-31%2F300639724_201806_990_2019050316268192
   Google Scholar
• Sposato Graduate School of Education. (in press). Costs. Author. Retrieved from https://www.sposatogse.org/about/costs
   Google Scholar
• Stake, R. (2006). Multiple case study analysis. New York, NY: Guilford Press.
   Google Scholar
• Thornton, P. H., & Ocasio, W. (2008). Institutional logics. In R. Greenwood, C. Oliver, R. Suddaby, & K. Sahlin (Eds.) The Sage handbook of organizational institutionalism (pp. 99–129). Los Angeles, CA: Sage Publications.
   Google Scholar
• United States Department of Education. (2002). Meeting the highly qualified teachers challenge: The Secretary’s annual report on teacher quality. Washington, D.C. Retrieved from https://files.eric.ed.gov/fulltext/ED513876.pdf
   Google Scholar
• United States Department of Education. (2003). Meeting the highly qualified teachers challenge. The secretary’s second annual report on teacher quality. Washington, DC. Retrieved from https://www2.ed.gov/about/reports/annual/teachprep/2003title-ii-report.pdf
   Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Boston, MA: Harvard Education Press.
   Google Scholar
• Zeichner, K. (1996). Educating teachers for cultural diversity. In K. M. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 133–175). New York, NY: Teachers College Press.
   Google Scholar
• Zeichner, K. (2016). Independent teacher education programs: Apocryphal claims, illusory evidence. National Education Policy Center. Retrieved from https://nepc.colorado.edu/publication/teacher-education
   Google Scholar
• Zeichner, K., & Conklin, H. G. (2016). Beyond knowledge ventriloquism and echo chambers: Raising the quality of the debate on teacher education. Teachers College Record, 118(1), 1–18.
   Google Scholar
• Zeichner, K., & Peña-Sandoval, C. (2015). Venture philanthropy and teacher education policy in the United States: The role of the new schools venture fund. Teachers College Record, 117(6), 1–44.
   Google Scholar
• Zygmunt, E., & Clark, P. (2015). Transforming teacher education for social justice. New York, NY: Teachers College Press.
   Google Scholar