© 2013 – Routledge
Winner of the 2013 American Educational Studies Association's Critics Choice Award!
When teacher education is located on a university campus, set apart from urban schools and communities, it is easy to overlook the realities and challenges communities face as they struggle toward social, economic, cultural, and racial justice. This book describes how teacher education can become a meaningful part of this work, by re-positioning programs directly into urban schools and communities. Situating their work within the theoretical framework of prioritizing community strengths, each set of authors provides a detailed and nuanced description of a teacher education program re-positioned within an urban school or community. Authors describe the process of developing such a relationship, how the university, school, and community became integrated partners in the program, and the impact on participants. As university-based teacher education has come under increased scrutiny for lack of "real world" relevance, this book showcases programs that have successfully navigated the travails of shifting their base directly into urban schools and communities, with evidence of positive outcomes for all involved.
"Teacher preparation for urban education is a timely issue and one that must be addressed in a multifaceted manner. Noel’s edited text provides guidance to teacher educators of all stripes. The volume includes an all-star team of researchers on urban education." —Education Review
Preface I. Democratizing Knowledge and Prioritizing Community Strengths 1. Democratizing Knowledge in Urban Teacher Education Kenneth Zeichner and Katherina Payne 2. Learning to Produce Knowledge: Reconstructing Teacher Preparation for Urban Schools Ronald David Glass and Pia Lindquist II. Focus on Pre-Service Teachers 3. Urban Immersion: The Impact of Preservice Preparation in an Urban School-University Partnership Andrea J. Stairs and Audrey A. Friedman 4. Beyond the Ivory Tower: The Role of Contextually-Based Course Redesign in a Community-embedded Urban Teacher Preparation Model Robert E. Lee, Brent D. Showalter, and Lucille L. T. Eckrich III. Focus on Children 5. The Poetry of Voice Susan Catapano and Candace M. Thompson 6. Listening to K-12 Students’ Advice Barbara Morgan-Fleming IV. Focus on Practicing Teachers and Schools 7. Transformations in Site-Based Teacher Preparation Courses: The Benefits of Challenges Jill V. Jeffery and Jody N. Polleck 8. Creating Intentional Partnerships in Urban Spaces: Schools, Communities, and Teacher Preparation Programs Eleni Katsarou, Bree Picower, and David Stovall V. Focus on Community Partners 9. Partnering in a Community’s Efforts to Transform Urban Education Jana Noel 10. A Community-University Partnership to Develop Urban Teachers as Public Professionals Cynthia Onore and Bonny Gildin VI. Focus on University Faculty 11. Sustaining Teacher Educators Engaged in Partnering to Prepare Urban Teachers Francine P. Peterman 12. Teacher Preparation Faculty in Urban Partnerships: Learning and Leading Deidre B. Sessoms VII. Grow Your Own: A Final Example of Prioritizing Community Strengths 13. Teacher Preparation With/In an Urban Community Elizabeth Skinner Conclusion: Prioritizing Community Strengths in Urban Teacher Education Jana Noel Notes on Contributors