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The Master s Degree in Education as Teacher Professional Development: Re-envisioning the Role of the Academy in the Development of Practicing Teachers (Hardback)

Gary Galluzo, Joan P. Isenberg, Stephen C. White

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ISBN 10: 1442207221 / ISBN 13: 9781442207226
Editorial: ROWMAN LITTLEFIELD, United States, 2012
Nuevos Condición: New Encuadernación de tapa dura
Librería: The Book Depository US (London, Reino Unido)

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Descripción

Language: English . Brand New Book. Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master s level program. Gary R. Galluzzo, Joan Packer Isenberg, C. Stephen White, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master s level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program s design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master s degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America s schools. N° de ref. de la librería ANB9781442207226

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Detalles bibliográficos

Título: The Master s Degree in Education as Teacher ...

Editorial: ROWMAN LITTLEFIELD, United States

Año de publicación: 2012

Encuadernación: Hardback

Condición del libro:New

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Sinopsis:

Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master’s level program. Gary R. Galluzzo, Joan Packer Isenberg, C. Stephen White, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master’s level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program’s design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master’s degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America’s schools.

About the Author:

Gary R. Galluzzo is professor of education at George Mason University. He is a former dean of the then-Graduate School of Education and formerly the executive vice-president of the National Board for Professional Teaching Standards. He is coauthor of The Rise and Stall of Teacher Education Reform.

Joan Packer Isenberg is professor emerita of education at George Mason University, where she also served as an associate dean in the College of Education and Human Development. She served as founding director of the Advanced Studies in Teaching and Learning Program from 1999-2003. She has authored or coauthored 17 books and more than 50 journal articles.

C. Stephen White is professor of education at George Mason University, where he currently serves as associate dean for Academic Program Development in the College of Education and Human Development. He was director and co-director of ASTL from 2004-2011. His current research focuses on assessing advanced teachers’ growth and development.

Rebecca K. Fox is associate professor of education at George Mason University, where she has served as co-director of ASTL from 2004-2011 and is the current academic program coordinator. Her research focuses on advanced teacher professional learning, particularly in the areas of portfolio assessment, critical reflection, and the development of teachers’ cultural competence.

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